





r>;*2Q»>3 
> 3^2Q»3 3 






33 > 

33 

3i> :, 

3 3 
33 
33 

3 3 
>3 



3>3».| 



8> J> > 



> » > } 

>3 

3 3 

) > ► > j 

j >o 

> 3 



33»^3 3J I 

3£fc»3> 3VJ& 



3 3 > 

> .:2* 3> 
3 » > 



3 : 

i 






|i^B'^K'^E>^^-SS^^^<^^^^ 



LBRARYOFCWRESS. 

[SKITHSONIAN DEPOSIT] 



UNITED STATES OF AMERICA, 



B3) 
^ » 3D ' 

3^ »>3> 

«* >» 3> 

J* m> m> 

?? IP" 



1 ; .SI* > 5>j ~B> 

»3fiOi 

> »> > r > [>r 

^^?^»'^» 
!*>'J»- » '■■- 3 



y> 

> 3. 
D 



x> > » > > 



5* 

3» 3^ 



^ 3» 



> 3gD < 

^ ,3i?> 3 



>3^-- 

1B» 



U)t^p|3 



1>>>^> 



> 33 

>3^3 3S» 



>Z»>3> 

3 » 

> x» 5 
>3> 



;jDi 



3 3 > 






"3 >3> T> 



r> >. J), 






> r 

)> 'O . ... 



3.. ':■ > 



*>3 






-V 






3» ; :i> 



v 5» 



^i^ 



>>5^ ;? .'? >i> 






>»3 ~>.0 



1>> 



3J§>;» 
» 

:^» 3j»:» 





















m5m>^>^ ■ 







The Michigan Building 



REPORT 



No. 407 Cass Ave., 

Detroit, Mich. 

Compliments of 




&W6& 



STATE BOA.HD 



CENTENNI4L MANAGERS 






INTERNATIONAL EXHIBITION OF 1876. 



< 







BY AUTHORITY, 



LANSING : 
W. S. GEORGE & CO., STATE PRINTERS AND BINDERS. 

1877. 



^ 



t> 



tfv 



CONTENTS. 



1. Act incorporating State Centennial Board of Managers. 

2. Report of J. J. Bagley, President of Michigan State Centennial Board of 

Managers. 

3. Eeport of F. W. Noble, Secretary of State Centennial Board. 

4. Report of D. C. Jacokes, Superintendent Educational Department. 

5. Report of Sam'l Brady, Superintendent Mineral Department. 

6. Report of Chas. A. Ilgenfritz, Superintendent Pomological Department. 



ACT OF INCORPORATION OF STATE CEN- 
TENNIAL BOARD OF MANAGERS. 



AN ACT to provide for paying the expenses of the supervision of such products 
of soil and mine, works of art, and manufactured articles as the citizens of 
Michigan may send to the Centennial Exhibition, to be held in Philadelphia, 
State of Pennsylvania, during the year eighteen hundred and seventy-six. 

Section 1. TJie People of the State of Michigan enact, That the Governor 
is hereby authorized to appoint a board consisting of four persons, representing 
the agricultural, pomological, mining, and manufacturing interest of this 
State, whose duty it shall be to supervise the forwarding to the place of the 
Centennial Exhibition in Philadelphia, to be held between the months of 
April and October, in the year 1876, all articles, whether of art, or the pro- 
ducts of the soil and mine, or of manufacture, that any of the citizens of 
Michigan may desire to send to Exhibition, . and shall provide storage for 
them at the place of shipment, and make such arrangement for freight and 
conveyance as shall best serve the interest of the owners of said articles : Pro- 
vided, That the cost of transportation shall be paid by the owners of the said 
articles. 

Sec. 2. The members of said Board of Managers shall be entitled for their 
services to a sum sufficient to defray their actual and necessary disbursements 
in the discharge of their duties, and for personal expenses while actually 
engaged in the performance of the duties of said board. 

Sec. 3. That the sum of $7,500, or so much thereof as may be necessary, be 
and the same is hereby appropriated from the general fund for the purpose of 
paying the expenses of said board, as above stated. 

Sec 4. Upon satisfactory vouchers of expenses incurred exhibited by the 
Managers to the Governor, it shall be the duty of the Auditor General, upon 
the requisition of the Governor, to draw his warrant on the State Treasurer for 
such sum or sums not exceeding the amount hereby appropriated, as may be 
necessary to be used for the purpose hereinbefore prescribed. 

Sec 5. The Governor shall be chairman of the Board of Managers, and 
shall have power to remove any of said Managers for good and sufficient cause, 
and to appoint others in their places. 

Sec 6. This act shall take immediate effect. 

Approved April 28, 1875. 



MICHIGAN STATE CENTENNIAL BOARD OF 

MANAGERS. 



Gov. J. J. BAGLEY, President, .... Detroit. 

Hon. JAY A. HUBBELL, ....... Houghton. 

Hon. HENEY FEALICK, Grand Eapids. 

Hon. J. J. WOODMAN, ....:. Paw Paw. 

Hon. M. I. MILLS, Detroit. 

F. W. NOBLE, Secretary, Detroit. 



PNITED J3TATES pOMMISSIONER : 

Hon. JAMES BIENEY, Bay City. 

(Appointed Minister to the Netherlands.) 

Hon. V. P. COLLIEE (appointed to vacancy), . . Battle Creek. 

Hon. CLAUDIUS B. GEANT, Alternate, . • . Houghton. 



GUBERNATORIAL MESSAGES. 



STATE OF MICHIGAN, j 
Executive Office, 
Lansing, February 8, 1877. ) 
To the Legislature : 

I herewith submit a communication, received from my predecessor, in regard 
to an expenditure incurred in excess of the appropriation made by the Legisla- 
ture of 1875, to defray expenses incident to an advantageous exhibit of the 
productions and industries of the State at the recent Centennial Exposition. 
The deficit, if provision is made for compensation to Messrs. Noble and Jacokes, 
will amount to the sum of about ten thousand dollars, and if on examination 
you shall deem it proper that it be paid by the State, an appropriation for 
that purpose will be necessary. 

I also lay before you the report of the State Board of Centennial Managers, 
together with the accompanying documents, consisting of a summary of the 
receipts and disbursements of the Board, and the full special reports of Messrs. 
Xoble, Jacokes, Brady, and Ilgenfritz. The work of the Board seems to have 
been faithfully and carefully performed, and the show of our products and 
industries at the exhibition, although not by any means a full representation, a 
credit to our State and a source of gratification to our people. I have no 
doubt this display has served to disseminate widely, better and more correct 
information than has obtained heretofore in regard to the capabilities and 
resources of Michigan. The report, I apprehend, will be found comprehensive 
and valuable, containing many suggestions, including a comparison and review 
of our educational system, with its application to skilled labor, worthy of 
thoughtful study and consideration. Without attempting any analysis of its, 
statements or arguments, I respectfully submit it to you. 

CHARLES M. CROSWEKU 

The following is the communication referred to : 

Hok. C. M. Croswell, Governor: 

Dear Sir, — In submitting the annexed report of the Centennial Board and 
their officers, I desire to say personally in regard to the debt created, that it 
was with the greatest reluctance that I consented to it, but I saw after my visit 
to Philadelphia before the opening, that it must inevitably occur, as we were 
called upon to do so many things that we had not looked for, and I felt that 



8 REPORT OF MICHIGAN CENTENNIAL MANAGERS. 

'the State would be disgraced if, after having begun our work, we should fail to 
'Carry it through to a successful ending. I did not dare to say we should stop 
•expenditure, close our exhibit, and return home, — for these reasons I advanced 
largely from my own means, and for these reasons I desire your approval and 
-that of the Legislature. The opportunity offered by the exhibition to distribute 
*to strangers from our own land and from abroad useful information regarding 
our State, induced me (with the approval of the Board) to direct a compilation 
in pamphlet form, containing very full information regarding our resources, 
lands, products, climate, institutions, etc. Ten thousand copies were printed, 
nine thousand of which were distributed at Philadelphia, two thousand of them 
going to foreign lands. 

I have had letters asking for them from nearly every State and territory in 
the Union. The total cost was not quite $2,000, and was paid from the Emi- 
gration fund. My first thought was to sell the book at its cost, but the total 
amount was so small that I afterwards deemed it best to distribute it gratui- 
tously, believing it would pay us back an hundred fold in calling attention to 
our natural wealth and in inducing emigration. 

Yours, 

JNO. J. BAGLEY. 
February 1st, 1877. 



REPORT OF THE MANAGERS. 



Gov. Chas. M. Croswell: 

Dear Sir, — We beg leave to submit herewith our report relative to the part 
that Michigan took at the Centennial Exposition at Philadelphia during the 
past summer. In accordance with the provisions of act 'No. 139, laws of 1875, 
the Governor appointed J. J. Woodman of Van Buren, M. I Mills of Wayne, 
Jay A. Hubbell of Houghton, and Henry Fralick of Kent, as members of the 
State Board of Centennial Managers. The Board met at the office of the 
Governor Aug. 13th, 1875, and appointed F. W. Noble of Detroit as Secretary. 
The full details of the work of the Board, and of the share of Michigan in the 
Exhibition, will be found in the reports of the Secretary; Kev. Mr. Jacokes, 
who had charge of the educational department; Mr. S. Brady, who had 
charge of the mineral exhibit, and Mr. C. E. Ilgenfritz, who had charge of 
the agricultural and pomological department, — all of which are submitted 
herewith. 

The exhibit made by the Board of Managers consisted of the products of the 
State, and comprised nearly 3,800 distinct specimens, 1,200 of which were var- 
ieties of woods and shrubs, over 1,100 of them being furnished by the Agricul- 
tural College. The college also furnished 210 specimens of grasses. We had 
540 samples of wool, representing 42 counties; 500 specimens of grain and 
seeds ; 475 specimens of copper, iron, and gypsum ; 40 of salt and salt brine ; 
several samples of building stone and slate; 370 archaeological specimens of a 
prehistoric age. Our exhibit of fruit contained 475 distinct varieties : 

Mr. Burnet Landreth, Superintendent of the Agricultural Department of 
the Exposition, said of this, in a letter to the Secretary : "Your show of fruit at 
all times exceeded that of any other State, and in the aggregate more than 
doubled the quantity sent from any other State, while the variety and quality 
was unexampled. The display of fruit alone was of incalculable value as a 
means of directing the thoughtful to the resources of Michigan." 

The mineral display contained specimens from every mine on Lake Superior, 
four masses of native copper averaging five tons each, from the Central mine, 
and a fifteen-ton mass of iron from the Cleveland mine, with several large 
masses of the conglomerate copper-bearing rock of the Calumet and Hecla 
mine, being in the list. This display of the mineral wealth of Michigan 
brought many visitors from foreign countries to our mines during the past sum- 
mer, all of whom expressed themselves as astonished at the peculiar character 
and great extent of the copper and iron deposits of the State, which we have 



10 EEPOKT OF THE BOAED OF 

heretofore, and perhaps now hardly realize ourselves. It is to be hoped that 
the exhibit made will be the means of still further developing the unknown 
wealth that lies buried on the shores of Lake Superior. 

We also exhibited a most excellent drawing of our new Capitol, by E. E. 
Myers, its architect and superintendent, and of the House of Correction at 
Ionia, by Mortimer L. Smith & Co., its architects. Our educational depart- 
ment contained examples of the school work of forty schools, accompanied by 
drawings of the school buildings, copies of the blanks used, and other useful 
matter. A history and accompanying photographs of each one of our public 
institutions was sent forward. The Institution for the Deaf, Dumb, and Blind 
sent specimens of the work of its inmates. The University sent a fine case of 
chemicals, and a large collection of microscopic and engineering drawings. A 
full set of our educational, agricultural, and pomological reports were fur- 
nished by the State department. The Superintendent of Public Instruction, 
Hon. D. B. Briggs, devised and compiled five charts, showing at a glance the 
whole history, growth, and statistics of our school system. They were splen- 
didly executed by J. E. Sherman, the draughtsman of the State Land Office. 

Our educational exhibit was not a glittering show of models and pictures, 
but was an honest exhibit of the solid work that is being done in our schools. 
The awards we received in this department testify to its character, being more 
in number than were given to any other State. 

The Michigan Building was also entered as an exhibit of the products of the 
State, being a characteristic display of our varied resources. About 70 indi- 
vidual exhibits were made by our manufactures, very many of them reflecting 
great credit upon the manufacturing industry of the State. Over 60 awards 
were made to the State and its citizens. One was given to each one of our 
collective exhibits in each department, — eleven were given in the pomological 
department, eight to the educational. Eull details of the awards will be found 
in the report of the Secretary. The Board feel that, taken as a whole, the 
State has reason to be well pleased with the exhibit made and the results 
achiever!. It is to be regretted that more of our manufacturers did not avail 
themselves of the opportunity offered to display our industries, and that our 
citizens generally did not seem to realize (as the Board themselves did not) the 
magnitude of the Exposition, the millions that were to visit it, and the oppor- 
tunity it offered to show the world the wealth of a State not forty years of age. 

Until our people began to visit the Exposition there was a very general apathy 
among all classes on the subject, and it seemed next to impossible by circulars 
and letters, by personal solicitation and entreaty, to wake them to a sense of 
their duty in the matter. 

We received from Brazil, Spain, Portugal, and Australia, several hundred 
specimens of woods, minerals, grain, seeds, and other products, which we have 
distributed to the University and Agricultural College, and a few duplicates to 
the Kent County and Detroit Scientific Institutes. We also received quite a 
collection of catalogues, maps, and printed matter, which has been divided 
between the State Library, University, and Agricultural College. The entire 
educational exhibit, books, charts, pictures, etc., have been placed in the State 
Library. It is the intention of the Board to place the awards and medals there 
when received. The beautiful model of the Calumet and Hecla Stamp Mill, 
costing over $12,000.00, was presented by the mining company to the Univer- 
sity, where it now is. 

We submit herewith statement of receipts and expenditures in detail, showing 



MICHIGAN CENTENNIAL MANAGERS. 11 

a deficit in general expenditures of 84,400.0-1, and in the building fund of 
$4,135.38. Of this amount, $1,781.47 has been advanced by Mr. Noble, Sec- 
retary, and $4,276.04 by.Mr. Bagley, President, from their own funds, and the 
balauce is due to sundry parties. All the bills and vouchers are in the hands 
of the Auditor General. Everything has been done on the most economical 
basis. Only the Secretary and Mr. Brady were paid anything for services, and 
they only a small salary. AYe begged from our people their time and money, 
from our railroads and transportation companies free passes and free freight, 
from our producers samples of their products, and in fact made our exhibition 
almost an affair of charity. If we had been compelled to pay our own roads 
for passage and transportation, it alone would have almost used up the appro- 
priation. 

We found that instead of the Secretary and one Commissioner, whom we had 
supposed would be sufficient to take charge of our exhibits at Philadelphia, that 
each department required the constant care and supervision of a competent 
person. We found that the space allotted ns for each department was simply 
bare floor, and that cases, tables, etc., must all be furnished by the Board. 
Terminal charges and myriads of unforeseen expenses soon exhausted our appro- 
priation. Had it not been for the Michigan Building, our expense for board of 
employes would have been very much larger than it is. The assistance ren- 
dered to our own citizens who were visitors was very great. As will be seen 
by the statement of indebtedness, none of the expenses of the members of the 
Board have yet been paid. The salary paid our Secretary, Mr. F. W. Noble, 
has not covered his expenses. Rev. D. C. Jacokes, who had charge of the 
educational department, has only been paid his expenses. The Board feel that 
both of these gentlemen deserve some further remuneration, and submit the 
matter to the Legislature for their consideration. 

Over 31,000 of our citizens were registered as visitors at the Michigan Build- 
ing, a large number of whom expressed the hope that the Legislature would 
direct that the building be brought back to the State and preserved as a. 
memento of the Centennial year, and as an exhibit illustrating the varied 
resources of the State ; and we believe the State would act wisely in so doing. 
From the slate on its roof to the stone of its foundations, it was constructed 
entirely of material produced in the State, and the excellent mechanism was the 
work of our own mechanics exclusively. 

It could be made of most excellent service on the grounds of the University 
or Normal School. It is so constructed as to be readily taken down and 
rebuilt at not a very great cost. 

Full details of the expense of its construction will be found in the financial 
exhibit. No portion of the State appropriation was used in its construction. 
In addition to the cash contributions, several car loads of lumber were donated 
by the citizens of Flint, Saginaw City, East Saginaw, Bay City, Muskegon, 
Detroit, and other places. Many of the mechanics of Detroit and other places 
donated labor and materials. The munificent donation of the officers of the 
Calumet and Hecla Mining Company, non-residents of the State, was peculiarly 
gratifying to the Board. It was accompanied with the following letter: 

CALU3IET AND HECLA MINING Co., EQUITABLE BUILDING, 67 MlLK St., { 

Boston, May 23d, 1876. ' j 
Hon. Jno. J. Bagley, Detroit, Mich.: 

Dear Sie, — Your favor of the 19th, asking a donation from this Company in aid of 
your building fund for "Centennial" is at hand. Our President, Mr. Agassiz, is- 



12 REPORT OF MICHIGAN CENTENNIAL MANAGERS. 

absent at the mine, so I laid your letter before our Directors, Messrs. Geo. Higginson, 
II. H. lliumewell, and H. S. Russell, and they unanimously directed me to forward at 
once a check for the entire sum you are "short," so I herewith hand you check No. 165 
of the Eliot National Bank upon the Continental National Bank of New York, 
endorsed to you for that amount, say $1,500, which please accept, with the assurance 
that you have our best wishes with it. We are a Michigan corporation, and take a 
lively interest in whatever is conducive to the honor and welfare of that State. 

Very truly yours, 

CHAS. W. SEABURY, Treasr. 

The Board have had the hearty cooperation of the officers of all our mining 
companies on Lake Superior, and of very many of our- citizens, especially so of 
our fruit-growers, — but to name them all is impossible. The State Pomological 
Society and the State Agricultural Society aided us beyond measure. The lat- 
ter society paid the salary of Mr. Ilgenfritz, the superintendent of that depart- 
ment. The great interests of production could not be in better hands, and we 
owe our success in Philadelphia in a great degree to the members of these 
•societies. 

The press of the State aided us in every possible way, in gratuitously publish- 
ing circulars and information for exhibitors and in furnishing the building with 
papers. 

Michigan may well feel proud of the part she took in the Exposition, and we 
may expect to reap from it new markets for our products, new comers to our 
borders, and new ideas for our farmers, mechanics, and manufacturers. 

JNO. J.'BAGLEY, 
M. I. MILLS, 
J. J. WOODMAN, 
HENRY FRALICK, 
JAY A. HUBBELL, 
State Board of Centennial Managers. 
February Id, 1877. 



FINANCIAL STATEMENT. 



INDEBTEDNESS OF CENTENNIAL BOARD FOR GENERAL EXPENSES. 

To Juo. J. Bagley for cash advanced by him, as per statement No. 1 $1,587 20 

J. J. Woodman, balance expense account, No. 2 121 51 

M. I. Mills, balance expense account, No. 3 152 00 

H. Fralick, disbursements and expense account, No. 4 204 07 

Dean, Brow & Godfrey, No. 5 68 25 

Detroit F. & M. Ins. Co., insurance, No. 6 -. . 60 00 

Eichmonds, Backus & Co., registers, No. 7 40 00 

F. W. Noble, salary and expenses, No. 8 - 150 00 

Calvert Lithographing Company, No. 9 60 35 

E. B. Smith & Co., No. 10 25 00 

F. AY. Noble, expenses to Lansing, No. 11 19 55 

F. W. Noble, disbursements, No. 12 1,414 37 

H. Fralick, expenses to Lansing, No. 13 14 00 

W. S. George & Co., printing, No. 14 412 78 

J. J. Bagley, disbursements, No. 15 - _ 19 46 

H. S. Fralick, services, No. 16 100 00 

M. I. Mills, expenses to Lansing, No. 17.- - 11 50 

$4,460 04 
Vouchers in Auditor General's office. 

INDEBTEDNESS ON BUILDING ACCOUNT. 

Amount due F. W. Noble, advances as per sheet A $347 55 

Amount due John J. Bagley for advances, as per sheet A 2, 669 38 

Julius Hess, balance for services 87 80 

Isaac W. Ingersoll, for material and labor. _ 314 56 

H. George & Co., balance - 75 16 

Aaron Doane & Co., sundries. 566 83 

M. I. Mills, cash paid for bill hardware 48 97 

Eeid & Hills, labor 25 13 

Amount due on building $4, 135 38 

Vouchers in Auditor General's office. 



14 KEPOKT OF THE BOARD OF 

A. — MICHIGAN BUILDING IN ACCOUNT WITH STATE CENTENNIAL BOARD. 

Or. 

Donation of Houghton county $467 99 

J. A. HnbbelL-.--. - 99 75 

citizens of Hudson 30 00 

Holland 4 50 

tf balance of relief fund from the Governor 110 75 

" citizens of Lansing 162 67 

Battle Creek.. 182 00 

Lapeer 32 00 

Grand Kapids... ._ 500 00 

Ann Arbor 127 00 

Ypsilanti 100 00 

" " Kalamazoo 145 00 

" Calumet and Hecla Mining Co 1, 500 00 

" Michigan residents, Washington, D. C, - 125 00 

Philadelphia 24 00 

" Central Mining Company 136 78 

" Employes Michigan Stove Works. 77 81 

" " Pulman Car Works 60 00 

Detroit Stove Works 76 00 

" citizens of Marshall... 100 00 

" employes of American Express Company. 25 50 

" citizens of Port Huron , 100 00 

" refunded 250 00 

Goods sold in Philadelphia 84 50 

Donation of citizens of Detroit 2, 141 93 

Amount advanced bv E. W. Noble 347 55 

"■ J. J. Bagley 2,669 38 



k 



$9,680 11 



Dr. 

Paid H. George & Co., on account, No. $1,818 02 

Julius Hess, on account, 1 600 00 

K. K. fare, carpenters to Philadelphia, 2 80 04 

E. W. Noble, disbursements, 3 8 95 

Yarnell&Co., 4 16 50 

E. Moore, for pay-roll, 5 226 00 

6... 422 70 

E. Davis, slate, 7... 113 46 

Claxton& Co., 8 1 50 

G. I. Buchhelser, hardware, 9 29 57 

Malcolm & Fanner, glass, 10 23 90 

K. K. fare, carpenters' return, 11 - 16 30 

John Cliff, labor, 12.. 7 50 

F. W. Noble, disbursements, 13 3 50 

L. Lees & Co., 14 15 87 

J. E. Rockwell, carpenter, 15 8 00 

G. W. Bright & Co., 16 11 44 

G. F. Gabel, 17 13 88 



MICHIGAN CENTENNIAL MANAGERS. 



15 



Paid Pay-roll, E. S. Mood., 18 

Sundry disbursements, 19, 20, 21 . - 

Pay-roll, 22- - 

slate and Mantel Co., 23 , 

II. Belfield & Co., labor and material, 24 

W. H. Buckner & Co., painting, 25 

Cornelius & Co., 20 

F. W. Noble, disbursements, 27 

Oilman & Co., material, 28 

C. Milliken, labor, 29 

Stokes & Parish, labor, 30 

Yarnell & Co. , material, 31 

Stanbridge & Barr, material, 32 

Thomas & Co., glass, 33 

F. Borchard. 31... 

I. C. Wallich, 35. -.. 

Philip Churtie, 36 

Hubbard & King, 3?. 

0. Flack, 3S _ 

K. C. Falconer, 39 

Steiufield & Blitz, 10 

E. Heubner, 41 . . 

Paul Gies, 42 

Spitzler Bros., 43 



Vouchers in Auditor General's office. 



$2,527 31 


73 


33 


446 


51 


53 


75 


19 


50 


394 


74 


205 


30 


21 


44 


108 


16 


86 


13 


3 


09 


40 


85 


138 24 


16 


10 


275 


00 


30 00 


29 


00 


166 


53 


141 


00 


300 


79 


122 


17 


168 


00 


421 


80 


474 


18 


$9,680 11 



STATE OF MICHIGAN TO CENTENNIAL BOARD OF MANAGERS, ON ACCOUNT OF 
DISBURSEMENTS FOR GENERAL EXPENSE. 

Vouchers in hands of State Treasurer. 

Dr. 



1875 












Sept. 


1. 


F. W 


Noble, youcher No. 36,748 






Si 


a 


tt i 


tt 


Oct. 


S. 


a 


a 


a a 


36,942 






a 


(( 


a tt 


36,943 


Nov. 


12 


a 


a 


tt tt 


37,095 






a 


a 


a a 


37,096 


Dec. 




tt 


a 


it a 


37,237 






J. A. 


Hubbell, 


tt a 


37,238 






tt 


a 


tt a 


37,239 






F. W 


. Noble, 


a a 


a 






tt 


a 


a a 


n 


1876. 












Jan. 




a 


a 


a a 


37,383 






a 


<• 


it a 


a 


Feb. 




t: 


a 


. t a 


37,508 






a 


a 


t : tt 


t i 


Mar. 




tt 


a 


te a 


37,629 






a 


t( 


tt a 


a 



50 00 



100 00 


25 


10 


100 00 


99 68 


100 00 


99 


75 


467 


99 


59 25 


93 


82 


100 


00 


363 


95 


100 


00 


161 


56 


100 


00 


50 


00 



10 RETORT OF MICHIGAN CENTENNIAL MANAGERS. 

Mar. F. W. Noble, voucher No. 37,629 $213 07 

April. " " " " 37,752 - 100 00 

« " " " " 909 44 

July. " " " " 38,153 300 00 

" 38,154 302 38 

" " " " 259 62 

" " <• " " 989 05 

J. B. Angell, for charts, educational, voucher No. 38,154. 87 80 

Sept, F. W. Noble, voucher No. 38,407 200 00 

" 38,408 371 80 

J. J. Bagley, " " 38,409 127 00 

Applegate & Fee, spirit of press, voucher No. 38,410 124 93 

Oct. F. W. Noble, voucher No. 38,587 170 84 

" 18G 17 

II. Dale Adams, freights, voucher No. 38, 587 78 10 

" 150 03 

Nov. F. W. Noble, voucher No. 38, 718 200 00 

" 38,719 32 05 

" " " " " ... 320 50 

" 23 62 

$7,500 00 

Or. 

By amount of vouchers paid by Auditor General $7,500 00 



The appropriation made by the State was used in paying the foregoim 
indebtedness, vouchers for -which are in the hands of Auditor General. 



ADDITIONAL RECEirTS. 



From sale of building.. $1,750 00 

Donation from residents of Michigan in Washington, by hands of 

Hon. J. A. Ilubbell ---- 370 00 

From sale of lumber. 28 00 



$2,148 00 



ADDITIONAL PAYMENTS. 

S. E. Brady, for services $150 0ft 

P. Ganjot, for services 150 00 

F. A\T. Noble, for services 1,000 00 

D. C. Jacokes, for services 500 00 

F. W. Noble, for disbursements. 14 00 

Expenses of Board at final meeting 212 23 

Balance in hands of J. J. Baglev, Chairman, to meet any unknown 

bills " Ill 77 

$2,148 00 



REPORT OF THE SECRETARY. 



Detroit, January 15, 1877. 

Gov. J. J. Bagley, President, and members of the Michigan State Centennial 

Board of Managers : 

Gentlemen, — I have the honor herewith to present my report covering the 
action of your Board from the date of its organization, Aug. 13, 1875, to the 
present time. 

In preparing this report I consider it important and proper to confine myself 
closely to the facts as of essential importance, as indicating the inception, 
progress, and results of this great enterprise. It will embrace all that is 
required to make the reader thoroughly acquainted with the extent, character, 
and importance of our exhibition. 

While some departments have no special reports, others have, which will be 
found to contain a vast amount of valuable information which is of great inter- 
est, and will prove of value, not only to our own citizens but to the whole 
country. It will contain brief mention under the respective heads of each 
department, the nature of the exhibit, leaving the detail to the superintendents 
of the departments in their reports, which will accompany this, and to which I 
call your attention : Catalogues of exhibits and names of exhibitors, catalogues 
of articles received in exchange for our products from foreign countries and 
other sources, and the distribution made of the same by your Board ; copies of 
the awards to the collective and individual exhibits, showing the particular 
merit each possessed. 

It is very gratifying to be able to say Michigan has acted well her part in this 
great International Centennial Exhibition, and will gather her reward as the 
bountiful harvest is gathered when ripe. Some of the results of her exhibition 
have already taken root, by the increased interest manifested in foreign 
countries as well as in our own; international judges, foreign correspondents, 
agents from all points have taken much interest in Michigan and her resources, 
her climate and geographical position. As these various reports go abroad, they 
kindle an interest in matters pertaining thereto hitherto unknown. The great 
aim of the exhibition has been achieved. It has exalted the taste of those for 
whose welfare it was created ; it has brought together the representatives of all 
nations who have come here to educate and be educated. All have profited by 
it; the bond of brotherhood is more strongly cemented, a new era is instituted, 
new channels are opened to trade, and all tend to our mutual benefit and future 
prosperity. 

3 



18 MICHIGAN AND THE CENTENNIAL. 

Greater than all these advantages which we have derived from this exhibition, 
are those which ought to come from the education which the people receive in 
their contact with the citizens and products from all nations and all parts of 
the world, and in the practical demonstration which has been made of our 
capacity to maintain a high metropolitan position in all our domestic and for- 
eign relations. Our artizens, professional men, and all other intelligent classes, 
have had a rare opportunity for comparison and conference with the best repre- 
sentatives of their own class from foreign countries. They have been able to 
rectify many errors, to dispel many prejudices, to acquire much priceless 
information, to enlarge their acquaintance in a wonderful degree, and out of 
all this, art, science, and industry, as it exists in this country, must receive an 
impetus and develop a growth that will benefit the entire community beyond 
our present power to calculate. It has shown to us our present greatness, our 
own capabilities; by comparison with each other, it places us where "we can 
see ourselves as others see us." It will be our own fault if we fail to profit by 
this experience and secure to ourselves the benefits arising from this exhibition. 

Michigan has contributed largely to the success of the exhibition, and it may 
be asked, What has she done to profit herself by the exhibit of her resources? 
etc. We show clearly, and certainly in some classes of our resources we have 
almost a monopoly, and that our success in the future depends on the united 
cooperation of capital and labor, and this end we should all use our best 
endeavors to accomplish, and thus secure our share of the advantages offered 
us. If we now sit idly by and let the lessons taught us by this exhibition go for 
naught, our sister States and other countries who possess similar products to 
ours, acting more wisely, may step in before us and reap the harvest that has 
been sown for us, and the rich inheritance bequeathed us by nature may slip 
gradually beyond our reach. 



A BKIEF HISTORY OF THE FAIRS OF EARLY DAY, THEIR PROGRESS, 

AND ORIGIN OF INDUSTRIAL AND INTERNATIONAL 

EXHIBITIONS OF THE PRESENT DAY. 

INTEKNATIONAL EXHIBITIONS 

are of recent origin, — an outgrowth of industrial exhibitions, which sprang 
from the fairs of the middle ages. 

The Greeks and Romans have accounts of many fairs, which were supposed 
to have originated in religious gatherings, the better to exhibit and sell their 
goods and wares to the large number of people congregated on these occasions. 

Ancient history informs us that the industrial arts had attained a high 
degree of perfection 521 years before the birth of Christ. Ahasuerus, who 
reigned from. India to Ethiopia, over "an hundred and seven and twenty 
provinces," exhibited the riches of his glorious kingdom, and the honor of his 
Excellent Majesty, "many days, even an hundred and fourscore days." There 
were shown "white, green, and blue hangings, fastened with cords of fine 
linen and purple to silver rings ; the beds were of silver and gold upon a pave- 
ment of red and blue and white and black marble ; vases of gold in diverse 
patterns," fine linens, embroideries, cloth of gold, etc., etc. All these are 
proofs of the perfection to which the industrial arts had attained at that time. 
At a later date we find Tyre, Sidon, and Carthage become the marts of the 



REPORT OF THE SECRETARY. 19 

world, and that an everchanging series of industrial marvels must have been 
constantly on view, "for Tyre/' says the prophet Isaiah, "is a mart of nations, 
whose merchants are princes, whose traffickers are the honourable of the earth." 
With wars and division, one after another were blotted out, and finally imperial 
Rome, the center of civilization and the repository of art, held her exhibi- 
tions, in which were shown the spoils of war, the triumphs of peace, the 
trophies of art, borne by the conquerors from their Grecian homes, etc., etc. 

FAIRS 

were instituted in France and southern Europe about 1300 years ago. The 
fairs of St. Dennis, instituted by Dagobert, A. D. 629, and Aix-la-Ohapelle 
and Troyes, A. D. 800, were among the most noted. 

A. D. 886 fairs were introduced into Great Britain by Alfred the Great. At 
the end of the tenth century they had become well established throughout 
northern Europe. In 1133 Henry I. granted a patent permitting the establish- 
ment of an annual fair, continuing three days, which was later extended to 
fifteen days. In England, at these fairs were sold not only goods and mer- 
chandise, but many were held for the exhibition and sale of cattle, sheep, and 
all kinds of stock. Other European fairs were held annually. In Holland 
they serve not only as means of securing extensive trade, they are enjoyed by 
the people as important holidays. Germany is noted for them ; the most noted 
being those of Leipsic, which dates back to the twelfth century, Franfort-on- 
the Main, and Brunswick. In Russia the great fair of Nizhni-Novgorod is 
held in January, on the river when the ice is strong and will bear heavy loads. 
In July another is held for the sale of horses < another in August, which is 
said to be the largest in the world, the sales amounting to many millions of 
dollars. 

Asia has several annual fairs of great importance ; that at Mecca, when the 
annual pilgrimage takes place, is the most extensive. A fair of equal mag- 
nitude is held in India on the Ganges, where a quarter of a million of people 
assemble annually. 

On the Western Continent we have no mention of any such great assem- 
blages. There were fairs at an early date held in the city of Mexico frequently 
attracting many thousand people. 

To better show the interest manifested in these gatherings or fairs, and the 
manifest benefits derived from them, I will give the dates of some of the French 
fairs, their growth, and merging into industrial fairs or exhibitions, etc. 
That of St. Denis, instituted A. D. 629, was discontinued in 1789, but not 
until after progress had been made to such an extent that permanent markets 
were established and manufactures could keep a continuous supply. 

The fair of Beaucaire, instituted about 600 years ago, has of late years 
-attracted as many as 200,000 visitors during one week's duration in July. 
People from all parts of Europe, and some from Asia and Africa, visit it. It 
is stated that the annual sales reach nearly $5,000,000. 

The fair of Guibray has been in existence about eight centuries. It is noted 
for its wool, woolens, and fine horses. 

Of late years these fairs have been less required as a means of promoting 
commerce, as the facility with which buyers and sellers can now travel to meet 
each other enables that object to be accomplished far more easily than in earlier 
times, and permits trade to be carried on with regularity and convenience 
-throughout the year. Those products of manufacture which were formerly 



20 MICHIGAN AND THE CENTENNIAL. 

made in quantities, to be sold at these fairs in a few days, are now continuously 
produced, and their sale goes on uniformly the year round. 

This change in the methods of commerce and facilities for manufacture has 
led to the institution of 

INDUSTRIAL EXHIBITIONS, 

the object of which is not so much the sale of goods, as it is the bringing* 
together the exhibitor and purchaser the better to compare notes. In this way 
the purchasers and manufacturers are both benefited. Each learns the locality 
where produced, competition instills more energy into the manufacturers, new 
appliances are used to economize the cost of manufacture, artizans are encour- 
aged, and all branches of trade are benefited. 

The first of these industrial exhibitions of which we have mention was in 
the sixth year of the French Kepublic, 1798, in which 110 exhibitors partici- 
pated. As evidence of its change of character from the fair of earlier date, 
agricultural implements and cereals from Italy were exhibited ; tapestries, fur- 
niture, etc., etc., from different manufacturers in France. The success of this 
first industrial exhibition, and the advantages derived from it, not only to the 
manufacturer but to the country at large, induced Napoleon, then Consul, to 
institute a second exhibition in 1801, with 229 exhibitors. A jury of practical 
men was selected to examine into the merits of each exhibit. The report of 
the jury contains one sentence almost prophetic in its truth, and is fully con- 
firmed in all subsequent exhibitions : " There is not an artist or inventor who, 
once obtaining thus a public recognition of his ability, has not found his repu- 
tation and business largely increased.' ' Not only did the jury pronounce upon 
the merits of the article, they also made mention of the cost and best means 
of producing, improving, and reducing the cost of the same. 

The fact of the success and benefits of this exhibition to the whole country 
being established, regular triennial exhibitions were instituted, and have been 
continued until a late date, except when interrupted by political changes. 

The 3d was held in 1802 with 540 exhibitors. The 4th, held in Paris 1806, 
with 1,422 exhibitors. Wars intervened until 1819, when the 5th exhibition 
was held with 1,662 exhibitors, and a marked improvement in the quality of 
the articles exhibited. 

1823, the 6th, with 1,648 exhibitors. 

1827, the 7th, with 1,796 exhibitors. 

1834, the 8th, with 2,447 exhibitors. 

1839, the 9th, with 3,281 exhibitors. 

1844, the 10th, with 3,960 exhibitors. 

1849, the 11th, with 4,494 exhibitors. 

Notwithstanding similar exhibitions were held in other countries of Europe 
with great success, no one had ventured to institute an exhibition to bring into 
competition the manufactures of the different or foreign countries. 

Prince Albert, President of the Society of Arts of England, recommended 
the establishing of an exhibition of that society, to be held in 1851, embracing 
all manufactures, and that it should be a universal exhibition. This was the 
first of the so-called 

INTERNATIONAL EXHIBITIONS, 

and was held in London, 1851. Number of exhibitors, 13,938, of which 6,556 
were representatives of foreign countries. It opened May 12th, closed Oct. 31st. 



REPORT OF THE SECRETARY. 21 

The second International Exhibition held at Dublin, 1853, with 1,000,000 
visitors. 

Third at New York, same year. One-fourth the space occupied by United 
States, one-fourth by Great Britain and Ireland, one-fourth by Germany, 
France, and Belgium, the balance occupied by representatives of 12 other for- 
eign countries. 

The fourth, in Paris in 1855, with 20,788 exhibitors, opened May 15th, 
closed Nov. 15th. Number of visitors, 5,162,330. 

The fifth, held in London, 1862, opened May 1st, closed Nov. 15th. Num- 
ber of visitors, 6,211,103. 

Sixth, held in Paris, 1867, opened April 1st, closed Oct. 31st. Number of 
exhibitors, 50,226. 

Seventh, held in Vienna, 1873, opened April 1st, closed Nov. 3d. Number 
of exhibitors, 70,000; number of visitors, 6,803,969. Number of exhibitors 
from United States, 643, of which 442 received awards. Michigan was repre- 
sented by two exhibits, and one award to Miss M. E. Burr, of Jackson, for a 
phantom boquet. 

The last and largest was held in Philadelphia, 1876, the one hundredth 
anniversary of American indepedence ; opened May 10th, closed Nov. 10th. 
During the one hundred and fifty-eight days, Sundays excluded, on which the 
Centennial Exhibition was open, from May 10th to Nov. 10th, both inclusive, 
the official returns show the attendance of paying visitors to have been 
8,004,274, from whom was realized $3,813,724.49. This is asumof $1,692,114 
in excess of the receipts at the London Exhibition of 1851, and $1,710,047 in 
excess of those at the Paris Exposition of 1867, the most successful in pecuni- 
ary results of any of the great exhibitions held prior to our own. The aggre- 
gate attendance at the latter foots up 9,910,966, including the free admissions 
of exhibitors, attendants, guards, etc., being only 89,034 less than ten millions. 
When we consider the greater number of days upon which the European exhi- 
bitions were open, including, as at Vienna and Paris, Sundays, the cheaper rates 
of admission, and the teeming population within easy access of them, the 
success of our Centennial project seems marvelous. Unfortunately, w r e are 
precluded from the possibility of instituting an accurate comparison between 
the free and paying admissions of our own and the European projects by the 
insufficiency of data in the latter cases, the reports making, save at Vienna, no 
discrimmination between these two classes of visitors, in some instances giving 
only the aggregate and in others only the paid admissions. Briefly, however, 
we give the official figures so far as obtainable. The London Exhibition of 
1851, which was open 141 days, had a total attendance of 6,039,195; that of 
Paris, in 1855, open 200 days, 5,162,330; London, 1862, open 171 days, 
6,211,103; Paris, 1867, open 217 days, 8,805,969; and Vienna, 1874, open 186 
days, 6,740,500, of whom 3,492,622 were paying visitors, and 3,247,878 free. 
The sums realized at London in 1851 ($2,121,610), and at Paris in 1867 
($2,103,677), are, as shown above, far below the $3,813,724 taken at the Cen- 
tennial Exhibition of 1876, which will live in history as the glorious consumma- 
tion of a century of republican liberty. 

The number of exhibitors it is difficult to get, as so many collective exhibits 
we made from the various foreign countries as well as the States. 

There is no doubt there were more exhibitors at this Exhibition than at any 
previous exhibition the world ever saw. The ground covered and buildings 
more in number and much larger. The following is size and cost of buildings : 



22 MICHIGAN AND THE CENTENNIAL. 

Floor Space. 

Main Building, 1,880 by 564 feet, cost $1,580,000 00 21£ acres. 

Machinery Hall, 1,402 by 3G0 feet, cost 722,000 00 14 

Agricultural Hall, 826 by 540 feet, cost 300,000 00 10 

Horticultural Hall, 383 by 193 feet, cost 300,000 00 2 4-5 " 

Art Building, 365 by 210 feet, cost 1,500,000 00 If 

In addition to above buildings : Government Building, $60,000.00 ; Woman's 
Pavilion, 208 by 208; Shoe and Leather, 360 by 160; Pennsylvania Educa- 
tional, 148 by 100 ; Carriage annex to Main Building, Mineral annex to Main 
Building, Art annex to Art Building. These all belonging to the Exhibition 
proper covering over 75 acres of ground, out of 236 acres enclosed. There were 
also about 150 other buildings, including State buildings within the enclosure. 

COST OF INTERNATIONAL EXHIBITIONS AND NUMBER OF VISITORS. 

Cost. No. Visitors. 

London, 1851—20 acres _ $1,464,000 00 6,170,000 

Paris, 1855—30 acres - 4,000,000 00 4,533,464 

London, 1862—24 acres -. 2,300,000 00 6,211,103 

Paris, 1867—40 acres 4,596,763 00 8,805,961 

Vienna, 1873—50 acres 9,850,000 00 7,254,867 

Philadelphia, 1876—75 acres 8,500,000 00 9,910,966 

It is due to the person who first conceived the idea of celebrating the one 
hundredth birthday of the nation that mention be made of it. I therefore give 
the following as the origin of the International Centennial Exhibition, the 
largest ever held in the world, where were congregated representatives from 
every corner of the earth more in number than ever before : 

In December, 1866, Professor J. L. Campbell of Wabash College, Indiana, 
wrote to Hon. Morton McMichael, then mayor of Philadelphia, suggesting the 
holding of an international exhibition at that city in 1876, as the most suitable 
method of observing the completion of the first century of American national , 
existence, and presented many reasons why such Centennial celebration should 
be held in Philadelphia. Mayor McMichael, in reply, cordially endorsed the 
proposition in his own behalf, as well as on the part of many prominent citizens 
of the city, and promised to take measures at the proper time to secure its 
accomplishment. In November, 1868, Professor Campbell wrote a second 
letter to Mayor McMichael, urging immediate action, and to this received a 
reply concurring in the opinion that the time had arrived when an active 
effort should be made to carry out the suggestions previously submitted and 
considered. 

The agitation of this subject was continued in various ways, and on the 20th 
of January, 1870, John L. Shoemaker, Esq., a member of the Select Council 
of Philadelphia, introduced resolutions, which were unanimously adopted in 
that and in the Common Branch, endorsing the proposition to hold an Interna- 
tional Exhibition at Philadelphia in 1876. 



KEPORT OF THE SECRETARY. 23 



EDUCATIONAL DEPARTMENT. 

The first universal exposition taught this important lesson : "That the most 
advanced nations were those in the midst of which, for the longest period and 
in the freest and most generous manner, science and art have done their work 
of enlightenment." Succeeding ones enforced this lesson, and added the 
important deduction, that prosperity and enlightenment are not accidentally 
coincident, but necessarily so ; sustaining to each other the relation of effect 
to cause. "With each succeeding exhibition the educational departments 
increased in interest and importance. The educational department of Paris, in 
1867, was embraced in two classes, appropriately placed at the head of the 
the group, as relating to a subject thus acknowledged to be first in the logical 
order of such as directly concern the social improvement of mankind, owing to 
the diverse nature of the objects exhibited, they were not concentreted in one 
locality, but were distributed throughout the entire exhibition, palace and 
grounds, making it a difficult task to inspect and compare. 

The Vienna Exhibition made still further progress. Mr. M. E. Levasseur, 
in his report on educational exhibit of the United States, makes this special 
mention, viz : "The public instruction of the United States is of special inter- 
est by reason of the extent of its development and of the original character of 
its institutions of learning." "If in order to maintain schools we do not hesitate 
to leavy heavy taxes, because we are convinced that the security of the state 
and the stability of society depend on the general diffusion of intelligence and 
virtue, fruits of a good education, free schools are the means by which to 
accomplish this end." Eour diplomas of honor were given to the United States 
Educational Department, — one to Bureau of Education, Washington, one to 
Massachusetts, one to Boston, one to Smithsonian Institute. This meritorious 
mention undoubtedly directed attention to the United States educational 
exhibit this Centennial year. All foreign countries appointed special commis- 
sions to make the study of our educational institutions. An International Con- 
gress of Education was instituted at Philadelphia, at which representatives of all 
countries and States were invited to participate. Never has there been such an 
opportunity offered before to compare systems as at this exhibition. The sys- 
tem of classification was very complete, and being concentrated in one locality 
it was easily comprehended. The United States takes a prominent position 
before the world in all save polytechnic schools ; in this she is sadly deficient. 

Michigan took a prominent part in this International Congress. Rev. D. C. 
Jacokes, Superintendent of Educational Department, was selected by General 
Eaton, Chief of Bureau of Education at Washington, to open on the part of 
the United States the discussion of educational topics and systems as taught in 
this State. He so portrayed the system of Michigan as to call the special 
attention of both foreign and home representatives to the Michigan exhibits. 
No department of education was more critically examined than was ours. 
Though not so volumnous and showy as many, it contained all the essential 
elements to stamp it the most complete in the graded system, and the means 
adopted to reach all classes being pronounced complete from the primary 
department to the post graduate in the University. This, with our charitable 
institutions, embracing all the dependent children, — the deaf, dumb, and blind, 
the neglected children in the Reform School, State Prison School, denomina- 
tional schools, and last, though not least, the State Public School at Cold- 



24 MICHIGAN AND THE CENTENNIAL. 

water, which latter attracted the attention of the foreign representatives, some 
•of whom expressed the opinion that this school just meets the requirements 
they have long looked for; some were very emphatic in their endorsement of 
this school, and our system which reaches every person in our State with free 
schools. A careful perusal of Dr. Jacokes' report will be found to contain 
valuable information, and suggestions worthy of adoption. 

I cannot let this opportunity pass without saying to you that to Dr. D. C. 
Jacokes the citizens of Michigan owe a debt of gratitude they cannot well 
repay for the earnest, self -sacrificing work he has performed in this department 
since his appointment sixteen months ago, devoting his entire time to this work 
(of love to him) gratuitously. 

Professor Phelps, President of the National Educational Association, has 
furnished some valuable statistics showing the progress made in this country 
since 1776: 

''Prior to 1776 but nine colleges had been established, and not more than 
five were really efficient. Now there are more than 400 colleges and universi- 
ties, with nearly 57,000 students and 3,700 professors and teachers. Thus 
little was done for the higher education of women ; now there are 209 female 
seminaries, 23,445 students, 2,285 teachers. There are 322 professional schools 
of various classes, excluding 23,280 students and 2,490 instructors. At that 
date no normal schools existed; now there are 127 in operation, with 25,892 
students, 577 teachers. Then secondary and preparatory schools had scarcely a 
name by which to live ; now 1,122 afford instruction, 100,593 pupils giving em- 
ployment to 6,163 teachers. The kindergarten is of only recent importation. In 
1874 there were 55 of these human nurseries, with 1,636 pupils and 125 teachers. 
Now 37 states and 11 territories report an aggregate of more than 13,000,000 
school population, — more than four times the total population of the country 
in 1776. Then the school enrollment was unknown; now it amounts to the 
respectable figure of about 8,500,000. Then the schools were scattered, and 
their number correspondingly restricted; now they are estimated at 150,000, 
employing 250,000 teachers. The number of illiterates, by the census of 1870, 
above the age of ten years, in round numbers, was 5,500,000; of these 
2,000,000 were adults, upwards of 2,000,000 more were from fifteen to twenty- 
one years of age, and 1,000,000 were between ten and fifteen years. Of the 
number between fifteen and twenty-one years, it is estimated that about one- 
half have passed the opportunity for education. The total income of the 
public schools is given at $82,000,000, their expenditures at $75,000,000, and 
value of their property at $165,000,000." 

The following is taken from S. B. McOracken's report, "History, Resources, 
etc., of Michigan,'' showing 



REPORT OF THE SECRETARY. 



25 



COMPARATIVE SCHOOL STATISTICS FOR TEN YEARS IN MICHIGAN. 

The facts embodied in the four following tables will be found of interest : 

TABLE I. 

Showing: A, the number of townships in the State; B, number of school 
districts in the State; C, number of volumes in town libraries; D, number of vol- 
umes in district libraries; E, whole number of teachers employed in the schools; F, 
G, average wages per month of male and female teachers, respectively; H, total 
wages of teachers for the year; I, total value of school-houses and lots: 



YEAR. 



1865 
1866 
1867 
1868 
1869 
1870 
1871 
1872 
1873 
1874 
1875 



A. 

713 


B. 


C. 


D. 


E. 


F. 


G. 


4,474 


58,653 


95,577 


8,792 


$41 77 


$17 54 


725 


4,625 


64,042 


79,504 


9,182 


43 53 


18 44 


774 


4,744 


52,883 


87,606 


9,384 


44 03 


19 48 


780 


4,855 


46,819 


27,287 


9,630 


47 78 


21 92 


828 


5,052 


40,254 


96,580 


10,249 


47 71 


24 55 


858 


5,108 


53,725 


97,101 


11,014 


48 04 


24 73 


883 


5,299 


48,470 


101,760 


11,274 


49 92 


27 21 


901 


5,375 


49,744 


108,281 


11,659 


49 11 


26 72 


941 


5,521 


49,291 


115,331 


11,950 


51 94 


27 13 


955 


5,571 


49,872 


120,577 


12,276 


52 31 


27 01 


987 


5,706 


54,605 


132,335 


12,478 


51 29 


28 19 



H. 



$720,251 
811,959 
917,539 
1,041,965 
1,177,847 
1,393,228 
1,529,111 
1.660,226 
1,765,069 
1,917,011 
1,952,674 



$2,355,982 00 
2,854,990 00 
3,361,567 00 
4.303,472 00 
5,331,774 00 
6,234,797 00 
6,755,995 00 
7,470,339 00 
8,105,391 00 
8,613,845 00 
9,115,350 00 



TABLE II. 

Showing: A, whole number of school-houses in the State; B, number built of 
stone; C, number built of brick; D, number of frame school-houses; E, number of log 
school-houses; F, whole number of seatings for pupils; G, number of children in the 
State between five and twenty years of age; H, whole number attending school; I, 
per cent of attendance to the whole number; J. average number of months of school. 



YEAR. 


A. 


B. 


c. 


D. 


E. 


F. 


G. 


H. 


I. 


J. 


1865 










298,607 
321,186 
338,244 
354,753 
374.774 
384,554 
393,275 
404,235 
421,322 
436,694 
449,181 


228,629 
246,957 
243,161 
250,996 
269,587 
278,686 
292,466 
316,006 
324,615 
327,506 
343,931 


76.5 

76.5 

72. 

70.7 

72. 

72.5 

76.5 

78. 

79. 

75. 

79. 


69, 


1866 


4,495 
4,622 
4,715 
4,921 
5,110 
5,300 
5,518 
5,572 
5,702 
5,787 


67 
73 

72 
74 
78 
77 
79 
80 
81 
79 


329 
375 
416 
459 
538 
570 
595 
641 
682 
719 


3,376 
3,509 
3,609 
3,767 
3,867 
4,024 
4,153 
4,246 
4,390 
4,476 


723 
665 
618 
621 
627 
629 
691 
605 
549 
513 


" 374,760 
382,107 
399,067 
407,072 
414,060 


69 


1867 


6? 


1868 


6?, 


1869 


63 


1870 


6,9 


1871 


7 


1872 


7 5 


1873 


7 


1874 


7 


1875 


69 







26 



MICHIGAN AND THE CENTENNIAL. 



TABLE III. 

Showing: A, amount of moneys on hand at the commencement of the year; B, 
amount of two-mill tax; C, amount of primary school fund; D, district taxes to pay 
teachers and incidental expenses; E, other district taxes; F, receipts from all other 
sources.* 



YEAR. 


A. 


B. 


c. 


D. 


E. 


F. 


1865 


$142,938 52 
183,981 96 
192,602 02 
289,877 87 
326,446 22 
300,477 81 
437,939 23 
530,260 28 
530,580 27 
576,056 03 
675,892 40 


$281,770 74 
288,820 06 
289,967 63 
309,219 38 
323,246 12 
405,111 64 
409,541 20 
421,971 29 
465,912 84 
466,086 05 
508,551 87 


$137,354 92 
143,943 31 
142,913 25 
151,066 50 
165,960 51 
177,313 79 
182,922 25 
182,095 97 
194,479 58 
205,430 14 
218,036 29 


$178,139 24 

234,769 21 

332,842 13 

444,913 00 

571,564 11 

1,034,788 77 

1,157,549 43 

1,384,079 03 

1,366,649 68 

2,393,604 73 

2,341,923 71 


$295,769 49 
309,319 10 
541,462 05 
625,648 53 
737,054 67 
707,790 10 
591,858 46 
593,680 90 
728,570 49 


$201,541 24 


1866 


317,521 44 


1867 


485,623 70 


1868 


548,551 25 


1869 


634,325 31 


1870 


526,381 67 


1871 


551,162 23 


1872 


537,971 29 


1873 


443,453 68 


1874 


453,599 39 


1875 




386,205 61 









*The column "total resources for the year" is omitted from this table for the sake of conven- 
ience. It corresponds substantially, year by year, with column E in table IV. 



TABLE IV. 

Showing: A, amount paid for building and repairs; B, paid on bonded indebted- 
ness; C, paid for all other purposes; D, amount of money on hand at the close of the 
year; E, total expenditures for the year, including amount on hand; F, total indebt- 
edness of the districts. 



YEAR. 



1865 
1866 
1867 
1868 
1869 
1870 
1871 
1872 
1873 
1874 
1875 



£175,471 
339,690 
545,437 
805,705 
776,074 
852,122 
662,896 
625,843 
597,006 
536,307 
550,661 



$384,954 41 
398,106 41 



$170,600 56 
274,810 26 
287,701 66 
309,158 80 
465,983 60 
545,629 55 
648,342 02 
746,253 55 
788,902 96 
600,901 48 
619.112 98 



D. 


$195,067 45 


215,431 35 


303,156 00 


313,721 11 


383,542 37 


470,289 46 


527,128 52 


560,221 99 


594,467 18 


683,661 33 


641,700 35 



E. 



$1,242,824 
1,587,104 
2,011,025 
2,487,560 
2,771,653 
3,154,232 
3,367,868 
3,563,479 
3,743,352 
4,107,583 
4,168,063 



$221,703 45 

235,786 26 

439,476 38 

643,991 49 

917,027 87 

861,409 94 

1,146,569 14 

1,234,686 35 

1,707,700 16 

1,850,764 19 

1,826,160 48 



MISCELLANEOUS FACTS. 

The value of school-houses was first obtained in 1869 — sixteen years ago. In 
that year it was $1,093,296. Average annual increase, $501,044. 

The amount expended by the districts for the entire support of the schools 
(including moneys paid on bonded indebtedness) during the year ending Sep- 
tember 7, 1874, was $3,410,959.68, which is $7.81 per capita of the school popu- 
lation by the last census. 



KEPORT OF THE SECRETARY. 



2? 



The following chart of the Michigan State system of education is compiled 
chiefly from the admirable wall chart designed for exhibition at the Centennial 
by Professor Charles H. Dennison of the State University, and the key or 
descriptive sketch accompanying it is in substance the report prepared for the 
Centennial Commissioner by Professor Henry S. Frieze, and the denomina- 
tional colleges prepared by Kev. D. C. Jacokes : 



THE FEEE PUBLIC SCHOOLS OF THE STATE OF MICHIGAN. 

LOWER SCHOOLS. 

PRIMARY. 



Yeak. 


READING. 


ARITHMETIC. 


GEOGRAPHY. 




1st. 


Primer and First R'd'r. 


Writing Numbers to 50. 
Combinations to 10. 






2d. 


Second Reader. 


Writing Numbers to 100. 
Combinations to 20. 


Oral Instruction. 
City. 


xl Instrn 
;ice in 
iting. 


3d. 


Third Reader. 


Slate Practice in the four 
Fundamental Rules. 


Oral Instruction. 
County and State. 


U O fH 


4th. 


Third Reader. 


Written Arithmetic in the 
four Fundamental Rules. 


Element'ry Geogra- 
phy. 





GRAMMAR. 



Year. 


READING. 


ARITHMETIC. 


GEOGRAPHY. 




1st. 


Fourth Reader. 


Common and Decimal 
Fractions. 


Higher Geography. 




2d. 


Fourth Reader. 


Fractional U. S. Money. 
Compound Numbers. 


Higher Geography. 


mmar and C 
tion, Spelling 

riting throug 
) u r s e . Musi 
rawing are t 

many schools 


3d. 


Fifth Reader. 


Percentage. 


U. S. History. 


4th. 


Fifth Reader. 


Finish and Review. 


IT. S. History. 





28 



MICHIGAN AND THE CENTENNIAL. 

HIGH SCHOOL. 



Year. 


CLASSICAL. 


LATIN. 


ENGLISH. 


SCIENTIFIC. 




1st. 


Latin. 


i 
s 


English Language. 




S3 

s 




Arithmetic. 


£h 


Arithmetic. 






Geography. 


cc 


Geography, Algebra. 


Same as English 


f-> 




Algebra. 


a 


Book-keeping. 


Course. 






Grammar. 




Botany. 




M B r 




Composition. 








|3| 

« rt g 


2d. 


Csesar. 


Arithmetic. 




^ «■> O 

^*2 




Arithmetic. 


fl £ 


English. 




^S 




History. 

Physical Geogra- 
phy. 




History. 

Physical Geography. 

Physiology. 


Same as English 
Course. 


Origin 
chools 
ench a 




Latin Prose. 


OS ?H 


Civil Government. 




— 32 *-• 
^ -.Lay 

c3 bflG 




Composition. 


30 










*H 






O 2 m 


3d. 


Latin. 


-■S 


Algebra, Zoology. 


Algebra, Zoology. 




Greek. 


SS 


English Language. 


Natural Philosophy. 






Algebra. 


O U 


Natural Philosophy. 


Political Economy. 


So 




History. 




Political Economy. 


French or German. 


,Dech 
Some 
pecial 




Khetoric. 


™ 


Rhetoric. 








S 







4th. 


Latin. 


Geometry, Algebra. 


Geometry, Algebra. 






Greek. 


*-i 


Chemistry. 


Rhetoric. 


.r-( >W C3 
*-l 3 A3 




Geometry. 





Moral Philosophy. 


English Language. 


*f 82 




Algebra. 




Intellectual Philoso- 


Geometry, Drawing. 


&2o 








phy. 


French or German. 


w^^ 






H 


Geology, Astronomy. 




H 



HIGHER INSTITUTIONS. 

The University. 



COLLEGIATE. 





CLASSICAL. 


SCIENTIFIC. 


LATIN AND SCIENTIFIC. 


CO 

s 


Latin. 

Greek. 

Mathematics. 

Botany. 

English Exercises. 


Geometrical Drawing. 

Descriptive Geometry. 

French. 

Mathematics. 

Botany. 

English. 


Latin, French, Botany. 
Mathematics. 
English Exercises. 


CO 

W 

M 



1 

O 
CO 


Latin. 

Greek. 

Mathematics, or History. 

English Literature. 

Rhetoric, Essays. 


History, French. 
Mathematics. 

Free-hand Drawing or Per- 
spective. 
Rhetoric. 
English Exercises. 


Latin, French. 
Mathematics. 
Descriptive Geometry. 
Geometrical Drawing. 
English Essays. 
Mathematics, or History. 



REPOKT OF THE SECRETARY. 
COLLEGIATE— Continued. 



29 





CLASSICAL. 


SCIENTIFIC. 


LATIN AND SCIENTIFIC. 




Latin, Greek. 


Physics, History. 


Physics, Biology, or Sur- 




Physics. 


Biology or Surveying. 


veying. 
Latin, History. 




French. 


Chemistry, German, or Me- 


Q 


Chemistry. 


chanics, or Laboratory. 


German, Chemistry. 


S 


Astronomy. 


Physics. 


Astronomy. 


»-9 


History. 


Astronomy, Zoology. 


Speeches. 




Speeches. 


Speeches. 






Logic and Psychology. 


Logic and Psychology. 


Logic and Psychology. 




Latin, Greek, German. 


German, French. 


Latin and French. 




Mineralogy, Li th. Zoology. 


Political Economy. 


Political Economy. 


H 


Paleontology, Botany. 


History, Chemistry. 


German, Chemistry. 




Political Economy. 


Mineral Lithology. 


History, Surveying. 


O 


History, Astronomy. 


Paleontology, Zoology. 


Botany, Astronomy. 




Chemistry, Surveying. 


Astronomy, Botany. 


Paleontology, Zoology. 
Geology, English Litera- 


W 


Geology, English Litera- 


English Literature. 


o 


ture. 


Geology, Italian, or Span- 


ture. 


— 


French, Italian, or Spanish. 


ish. 


Mineralogy, Lithology. 


w 


International Law. 


International Law. 


International Law. 




Moral Philosophy and His- 


Moral Law. 


Moral Philosophy. 




tory of Philosophy. 


Moral Philosophy. 


History of Philosophy. 






History of Philosophy. 


Italian or Spanish. 



TECHNICAL. 





CIVIL ENGINEERING. 


SCHOOL OF MINES. 


ARCHITECTURE. 


&4 


Geometry, Drawing. 
Descriptive Geometry. 
French, Mathematics. 
English Language and Ex- 
ercises. 


Drawing. 

Descriptive Geometry. 
French, Mathematics. 
Chemistry. 
English Literature. 


Mathematics. 

Chemistry. 

Drawing. 

French, Design. 

Descriptive Geometry. 

Botany. 


n 

- 
O 
7. 
C 

5 
o 

DC 


Physics, German. 

Mathematics. 

Chemistry. 

Astronomy. 

Essays. 


Physics. 

German. 

Mathematics. 

Descriptive Astronomy. 

Analytical Chemistry. 

Essays. 


Physics. 
Mathematics. 
English Language. 
Design, Water Col. Draw- 
ing. 
Applied Descrip. Geometry. 


BO 

« 

o 
ft 


History. 

Topographical Drawing. 
Mathematics, Surveying. 
Field-work. 
Higher Astronomy. 
Analytical Mechanics. 
Perspective and Stereoto- 
my. 


Mathematics. 

Surveying. 

Mineralogy. 

Analytical Chemistry. 

Geology. 

Field-work. 


Analytical Mechanics. 
Surveying. 

Landscape Architecture. 
History of Architecture. 
Building Material and De- 
tails. 
Design. 
Drawing. 



30 



MICHIGAN AND THE CENTENNIAL. 
TECHNICAL.— Continued. 





CIVIL ENGINEERING. 


SCHOOL OF MINES. 


ARCHITECTURE. 




Civil Engineering. 


Mining Engineering. 


Resistance of Materials. 


02 


Mineralogy, Lithology. 


Metalurgy, Geology. 


Foundations. 


> 


Geology, Mechanism, and 


Analytical Chemistry. 


Mechanism. 


H 
D 


Machine Drawing. 


Mechanism and Machine 


Theory of Architecture. 


h3 


Engineering Design. 


Drawing. 


Design. 


H 


Machinery and Prime 


Resistance of Materials and 


Original Designs. 


K 


Movers. 


Engineering. 






Chemistry. 


Machinery and Prime 




W 


Astronomy and Engineer- 


Movers. 






ing Designs. 


Economic Geology. 





PROFESSIONAL, 



Year. 


PHARMACY. 


DENTAL SCHOOL. 


1st. 


Analytical Chemistry. 

Botany, Pharmacy. 

Chemical Physics and Inorganic Chemistry. 

Qualitative Analysis. 

Quantitative Analysis. 


Anatomy. 
Physiology. 
Chemistry. 
Materia Medica. 
Mechanical Dentistry. 


2d. 


Pharmaceutical Botany. 

Pharmacy, Chrystalography. 

Materia Medica. 

Quantitative, Organic, and Commercial Analysis. 

Toxicology, Analysis Urine. 

Pharmaceutical Preparations. 


Pathology. 

Therapeutics. 

Surgery. 

Organic Chemistry. 

Analytical Chemistry. 

Operative Dentistry. 



MEDICAL SCHOOL. 



Two Years' Course Lectures. 



LAW SCHOOL. 



Two Years' Course Lectures. 



HOMEOPATHIC MEDIC'L SCHOOL. 



Two Years' Course Lectur's. 



Agricultural College. 



Tear. 


COURSE OF INSTRUCTION. 


Year. 

3d. 


COURSE OF INSTRUCTION. 




1st. 


Algebra, History. 


Agricultural Chemistry. 


gs 




Book-keeping, Geometry. 




Rhetoric, Drawing, Physiology. 


u 




Practical Agriculture. 




Entomology, Chemical Physics. 


A O 




Botany. 




Meteorology, Mechanics. 
Zoology, Geology. 


el 




Geometry, Trigonometry. 


2d. 




™£ 




Botany, Horticulture. 


4th. 


Practical Agriculture. 


2 5 ri 




Chemistry, Surveying. 




Astronomy, French. 


•3a£ 




English Literature. 




Mental Philosophy. 
Moral Philosophy. 
Landscape Gardening. 
Civil Engineering. 
Political Economy. 


Labor req 
a day 
the gaj( 



REPORT OF THE SECRETARY. 



31 



Formal School. 

COMMON SCHOOL COURSE. 



Year. 


TWO YEARS. 


Year. 

2d. 


TWO YEARS. 


1st. 


Arithmetic, Geography. Physiology. 


Genera] Principles and Methods of 




English Gram'ar, Reading, Writing. 
Book-keeping, History of U. S. 
English Analysis and Composition. 




Teaching, Moral Science, Practice 






Teaching, Natural Philosophy, 






Algebra, Analysis of Arithmetic, 




Exercises in Speaking. 




Vocal Music, Reading, Drawing, 




Composition, etc. 




General History, General Profes- 
sional Instruction and Practice 
Teaching. 

Botany, Natural History. 

Civil Government. 



FULL ENGLISH COURSE. 



Yeab. 


THREE YEARS, 


Yeab. 

3d. 


THREE YEARS. 


1st. 


Same as second year of the Common 
School Course. 


Professional Instructi'n and Practice 
Teaching, Algebra, Trigonometry, 
Surveying, Astronomy, Chemis- 


2d. 


Professional Instruction and Prac- 
tice Teaching, Geometry, Phys- 
ical Geograplw, Geology, Botany, 
English Literature, Rhetoric, 
Drawing. 


try, Physiology, Moral Science, 
Logic, Laboratory Practice. 
Exercise in Reading, Speaking, Com- 
position, etc., through the course. 



COURSE IN MODERN LANGUAGES. 



Yeab. 


FOUR YEA.RS. 


Yeab. 

3d. 
4th. 


FOUR YEARS. 


1st. 


Professional Instruction and Prac- 
tice Teaching. 

German, Botany, Analysis of Arith- 
metic. 

Elementary Algebra, Natural Phil- 
osophy. 

Vocal Music and Drawing. 

General History, Civil Government. 


Professional Instruction and Prac- 
tice Teaching. 

German, French, Chemistry, Alge- 
bra. 

Trigonometry, Surveying (optimal). 

English Literature. 




Professional Instruction and Prac- 


2d. 


Professional Instruction in Practice 

Teaching. 
German, French, Geometry, Geor'gy. 
Physical Geography. 


tice Teaching. 

Astronomy, German, French, Psy- 
chology, and General Professional 
Instruction. 

Rhetoric and Criticism, Moral Sci- 
ence, History of Education, etc. 



32 



MICHIGAN AND THE CENTENNIAL. 



CLASSICAL COURSE. 



Tear. 


FOUR YEARS. 


Year. 

3d. 
4th. 


FOUR YEARS. 


1st. 


Professional Instruction and Prac- 
tice Teaching, Latin, Botany, An- 
alysis of Arithmetic, Elementary 
Algebra, Natural Philosophy, Vo- 
cal Music and Drawing, General 
History, Civil Government. 


Professional Instruction and Prac- 
tice Teaching, Latin, Greek, Chem- 
istry, Algebra, Trigonometry, 
Surveying (option'l), English Lit- 
erature. 






2d. 


Professional Instruction and Prac- 
tice Teaching, Latin, Greek, Geom- 
etry, Geology, Botany, Physical 
Geography. 


Professional Instruction and Prac- 
tice Teaching, Latin, Greek Moral 
Science, Psychology, and General 
Professional Instruction, History 
of Education, etc. 



Exercises in Reading, Speaking, Composition, etc., through the course. 
STATE CHARITABLE SCHOOLS. 

STATE REFORM SCHOOL. 

There are two organized departments, the one for study, the other for work. 
' The Common School Course is taught. 

In the Industrial Department the pupils are taught to work in the Shop and on 
the Farm. 

The scholars are divided into two sections: 

The first section attends school from . . . . 9 to 12 
The second section works from . . . . 9 to 12 

The first section works from 1 to 4 

The second section studies from . . . . 1 to 4 

The other hours of the day have their appropriate allotments for the benefit of 
the students. 

THE MICHIGAN INSTITUTION FOR THE EDUCATION OF THE DEAF AND DUMB, AND 

THE BLIND. 

The Common School Course is taught in this institution. The students are also 
taught industrial pursuits; they are divided into sections, and work and study alter- 
nately one-half day each. 

THE STATE PUBLIC SCHOOL FOR DEPENDENT CHILDREN. 

The children are taught the Common School Course and also industrial employ- 
ments suited to their capacities. They are collected from the State at large, and by 
law are wards of the State until they are twenty-one years old. 

DENOMINATIONAL COLLEGES OF MICHIGAN. 



ALBION COLLEGE. 

There are the following courses of study organized in this school: 

A Classical Course. 

A Scientific Course. ■ 

A Greek Scientific Course. 

A Latin Scientific Course. 

Each extends through four years. Also a Preparatory Department of two courses 

One Classical and Greek Scientific; 

The other the Scientific and Latin Scientific. 

Corresponding to the College Course, each extends through three years. 

A Department of Art, and 

A Department of Music. 

The course of study in this college equals the best in the standards. 



REPORT OF THE SECRETARY. 33 

HILLSDALE COLLEGE. 

The following departments are organized in this institution: 
A Classical Course. 
A Scientific Course. 
A Theological Department. 
A Commercial and Telegraphic Course. 
A Department of Music. 

A College Preparatory Department, embracing a Classical Three Years' Course, a 
Scientific Two Years' Course. 

An Academical Course of Four Years. 

English Studies. 

English Preparatory Department. 

The courses of study equal those of the best colleges in the land. 

KALAMAZOO COLLEGE. 

Three regular courses are pursued in this institution : 

The Classical, 

The Latin Scientific, and 

The Scientific Course. 

Each extends through four years. 

A Department of Music, 

A Department of Art. 

A Preparatory Department, extending through three years, and corresponding to 
the College Course. 

This institution pursues a thorough course of instruction, equal to the demands of 
the times. 

ADRIAN COLLEGE. 

In the Collegiate Department there are six distinct departments of instruction, 
viz.: 

Classics. 

Mathematics. 

Natural Science. 

Philosophy. 

Political and Social Science. 

Modern Languages. 

A Department of Theology. 

School of Music. 

School of Art (Painting and Drawing). 

Preparatory Department. 

The course of study is as thorough as in any college in the country. 

HOPE COLLEGE. 

This institution has four departments: 

Theological Course is 3 years. 

Collegiate Course is 4 years. 

Preparatory Course is 4 years. 

Primary Course is 6 years. 

This college has adopted the best methods, and the instruction is thorough. 

OLIVET COLLEGE. 

This institution has the following organized departments: 
The Classical. ~) 

The £aTe" fiCa '- \ *™ *"»' C — • 

The Ladies' Elective. J 

Preparatory Department of three years, suited to the Collegiate Course. 
Normal Department of two years. 
English Course. 
Art Department. 
Conservatory of Music. 

The Elementary Course and the Advanced Course. 
The course of study equals the first-class colleges of the country. 
5 



34 MICHIGAN AND THE CENTENNIAL. 

The practical work of students in the various branches, exhibited in the 
Michigan Educational Department in the Main Building, was highly spoken 
of, as honest work and remarkably well done. 

The State of Michigan has, by constitutional provisions, by legislative enact- 
ments, and by municipal ordinances subsidiary thereto, established and carried 
into successful operation A system of fkee education, embracing, 

First, all grades of general education from the primary school to the highest 
university courses of study in literature, science, and the arts ; and 

Second, all branches of technical and professional education, with the 
exception of military science and of theology. * 

The accompanying chart is intended to present to the eye in a tabular view 
the various courses of study in general education, in all their grades and con- 
nections, as organized in the several divisions from the lowest to the highest; 
and, also, the courses of technical and professional studies established in the 
special schools. 

I. GENERAL EDUCATION. 

Under this head arc placed, 1, the Primary or Kudimentary schools ; 2, the 
■Grammar or Intermediate schools; 3, the High schools; and, 4, the Collegiate, 
Academic, or non-professional department of the University. 

Each of these divisions, it will be perceived, embraces a course of four years 
of study ; and thus the entire course of elementary and liberal education covers 
fi period of sixteen years. 

The conditions of promotion from one grade to another become more uniform, 
and also more exacting and severe, from year to year, in consequence, first, of 
the frequent interchange of views amongst the teaching corps, especially at 
their annual conventions, at their occasional institutes, and through their State 
magazine ; secondly, of the influence of the State superintendency, and the 
annual report of the State superintendent of education; and, lastly, by the 
close connection existing between the leading high schools and the university, 
which reacts upon the schools, by promoting a more uniform and constantly 
stimulating to a higher standard of scholarship. 

In explanation of the last statement, it should be remarked, that a system of 
visiting and inspection has been established, by which committees of the Faculty 
of the University, by request of the school boards, annually visit and examine 
those high schools which have organized courses preparatory to the University; 
and by which, when such schools are reported favorably to the Faculty, their 
graduates arc admitted to the University on presentation of the High School 
diploma, and without farther examination. 

As a necessary result of this correlation, the High Schools have organized 
their preparatory departments with parallel courses of study, each course afford- 
ing the preparation necessary for admission to the corresponding course in the 
academic department of the University. 

The effect of this system has been to bring the schools into a close and vital 
connection with the University, and to quicken and energize the educational 
work in all its grades, from the lowest to the high. 

The parallel courses of study above referred to are: 1, the Classical; 2, the 

•NOTE.— A military school has reeontly been established at Orchard Lake, Oakland county. 
under the management and superintendence of Lieut. J. Sumner ltodgers, U. S. A., a very capable 
officer and teacher. The Board connected with the school number among them some of the promi- 
nent men of our State. 






REPORT OF THE SECRETARY. 



35 



Latin-Scientific; and 3, the Scientific. These are pursued in the High Schools 
for the period of four years, and continued in the University to the period of 
graduation "with the first degree. 

The academic department of the University also affords the opportunity to 
post-graduates of study and examination for the degrees of Master of Science, 
Master of Philosophy, Master of Arts, and Doctor of Philosophy. 



II, 



SPECIAL EDUCATION". 



The schools for technical and professional education, with the exception of 
the Normal and Agricultural Schools, are organically connected with the Uni- 
versity; forming, with the non-professional department, one institution under 
the control of the State Board of Regents. 

These special schools are : 

First. The Polytechnic School, embracing a course of civil engineering, a 
school of mines, a school of architecture, courses of special and advanced studies 
in science, and a school of pharmacy. 

Second. A Department of Medicine and Surgery. 

Third. A Department of Law. 

Fourth. A Homoeopathic Medical College. 

Fifth. A School of Dental Surgery. 

The State Normal School and the State Agricultural College are organized 
independently of the University and of each other, and are under the control 
of the State Board of Education. 

An inspection of the chart will show that in all the technical and professional 
schools ample provision is made for all the courses of study appropriate to such 
institutions. 

It will be perceived by this brief outline, that the free educational system of 
Michigan embraces very nearly all that can properly be included in the public 
education of a republican state. Theology is necessarily excluded. Military- 
education has hitherto been omitted. 

In conclusion, it should be observed that this system is in active and complete 
operation, from the elementary schools and the high schools to the culmination 
of the whole in the highest studies of the University. 

COMPARATIVE SCHOOL STATISTICS, FOR STATE OF MICHIGAN, FOR TEN YEARS, 

FROM 1865 TO 1875. 



YEARS. 



183G 


800 


1865 




1866 


4.495 


1867 


4,622 


1868 


4,715 


1869 


4,921 


1870 


5,110 


1871 


5,300 


1872 


5,518 


1873 


5,572 


1874 


5,702 


1875 


5,787 



No. 
of School- 
houses. 



No. of 
Scholars be- 
tween 5 
and 20 years. 



298,607 
321,186 
338,244 
354,753 
374,774 
384,554 
393,275 
404,235 
424,322 
436,694 
449,1 SI 



No. in 

Attendance. 



2,000 
278,629 
246,957 
243,161 
250,996 
269,587 
278,686 
294.466 
316.006 
324,615 
321,506 
343,931 



Per Cent 
Attending 
to Whole 
Number. 



76.5 
76.5 
72. 

70.7 

72. 

72.5 

76.5 

78. 

79. 

75. 

79. 



WilgC8 

Paid Teachers. 



$720,251 55 
811,959 37 
917,539 01 
1,041,965 58 
1,117,847 86 
1,392,228 59 
1,529,111 50 
1,660,226 11 
1,765,069 59 
1,917.011 10 
1,952,674 19 



Value of 
School Property. 



$150,000 00 
2,355,982 00 
2,854,990 00 
3,361,567 00 
4,303,472 00 
5.331,774 00 
6.234,797 00 
6,775.955 00 
7,470^39 00 
8,105,391 00 
8,613,845 00 
9,115,350 00 



36 MICHIGAN AND THE CENTENNIAL. 

SUPPLEMENTARY STATE CHARITY SCHOOLS. 

Iii addition to the above described general system of State Education, the 
State of Michigan has also established three charitable institutions, in which 
provision is made for industrial and common school education. 

These are, first, the State School for the Deaf and Dumb and the Blind ; 

Second, the State Reform School ; 

And, third, the State Public School for Dependent Children. 

All these are in full and successful operation. 

In the school for the Deaf and Dumb and the Blind, one-half of the time is 
given daily to labor and half to study. 

In the Reform School also the time of the pupils is divided between study 
and labor, and in its discipline no corporal punishment is allowed. 

The State Public School has been established for the benefit of all children 
in the State, whether with or without parents, who are dependent, and likely 
to grow up without education. Such children, wherever found by the super- 
visors of townships throughout the State, are sent to the charge of the superin- 
tendent of this school, educated in common school studies, and trained for 
usefulness. 

With this ample provision for the educational wants of the unfortunate, 
whether blind, deaf, and dumb, or poor and neglected, or victims of youthful 
depravity, added to the State system of education, properly so called, it would 
seem that nothing now remains to be done by the people of the State in its 
educational interests, than carefully to watch, sustain, and strengthen the work 
carried on under the guidance of a plan so wise and comprehensive. 

DENOMINATIONAL COLLEGES. 

Besides the institutions belonging to the State system, the following colleges 
have also been organized in Michigan by religious denominations : Kalamazoo- 
College, established by the Baptist denomination, at Kalamazoo ; Olivet Col- 
lege, by Presbyterians and Congregationalists, at Olivet; Albion College, by 
the Methodist Episcopal Church, at Albion; Hillsdale College, by the Free- 
Will Baptists, at Hillsdale ; Adrian College, by the Methodists, at Adrian - y 
Hope College, by the Reformed Dutch Church of the United States, at 
Holland. 



MINERAL DEPARTMENT 

Comprises a rare and valuable collection of minerals abundant in our State, 
together with specimens of building stone, slate, and a fine collection of Arch- 
eological specimens, such as stone ornaments, copper implements and tools 
belonging to the prehistoric age of America. It was unfortunate our people 
who are interested in the coal deposits of our State, so extensive, covering near 
12,000 square miles, also many varieties of building stone known to be valuable, 
did not forward specimens of the same. It would have added much to our 
department. Notwithstanding the absence of these, no department of miner- 
als in the building possessed so much attraction as did Michigan. The masses 
of native copper, iron ore, gypsum, salt, building stone, slate, etc., etc., — all 
of a superior quality, properly classified and neatly arranged, — gave to it a 
prominence it well merited. The copper and iron ore exhibited is unprece- 
dented in the annals of history in quality and quantity. As to the value of 






REPORT OF THE SECRETARY. 37 

our minerals, all political economists agree, that there is not one of nature's 
gifts (save coal) of such paramount importance for the industrial and political 
power of modern nations as iron, and the quantity of its production offer a fair 
standard of wealth and importance. 

For detailed information relative to this department, I call your special atten- 
tion to Mr. Samuel Brady's Mineral Exhibit report. It contains valuable 
information and suggestions worthy your consideration. 

AGKICTJLTUKAL DEPARTMENT. 

The display in this department was extremely fine and wonderfully varied, 
consisting of agricultural implements and machinery of every description, to 
facilitate and economize labor: the rustic old wooden plows, used in some 
countries at the present time, with the modern plows of America of to-day, the 
reaper and mower, the rake, fork, hoes, shovel, etc., etc. Every kind of 
implement for all kinds of work was there, to be judged of each upon its partic- 
ular merits. The comparisons made were very marked, the American machin- 
ery as a whole surpassing all others. It was remarked by foreign representatives 
that the United States exhibit to the world the example of a development 
unparalleled in the history of the world. The people of the United States are 
essentially practical; they are never satisfied with words or useless demonstra- 
tions. A thing is of importance to them only when it will be likely to be of 
immediate or early use to them, and to bring some return. Hence the great 
contrast between us and other countries. The American implements, many of 
them, were elegantly carved, silver and nickel-plated, or burnished steel, light, 
but strong where needed, giving form and comeliness to them instead of being 
heavy and cumbersome. It has been remarked that this elegant finish opens 
the door to criticism ; but when these very articles are entered for competition 
in practical working, all such opinions are at once destroyed, — as in the case of 
the Gale Manufacturing Go. of Albion, who had a plow, the most elegant 
carved beam and burnished plow in the Exhibition, was entered for practical 
work. So with their horse-rake, nickel plate, — all for show, all for practical 
work. So with other of our Michigan manufactures. In addition to agricultural 
implements, the products of the soil of almost every kind from all parts of the 
world were to be found here ; not only grains and seeds, but forestry from 
all countries, of which I shall hereafter speak under the head of Agricultural 
College. 

The examination of farm products alone in Agricultural Hall was almost an 
endless task. The farmer may well be proud of his calling. Agriculture is 
the oldest industry of the world. Without it there can be little or no material 
prosperity. It is the very foundation of all worthy and honorable employment. 
Aside from agriculture there is no civilization, no advancement from the pitti- 
f ul condition of the savage. Contrast those countries where the agricultural 
pursuits are but sparsely carried on with the United States, or any other 
country that is an agricultural country, — you could pick them all out at the 
Exhibition. 

Henry Ward Beecher has well said, "The farmer is the only man whose 
calling is essential to life ; the only man whose immediate and material ends 
all the forces of nature work without ceasing." 

Thomas Jefferson, many years ago, said: "Let the farmer forevermore be 
honored in his calling, for those who labor in the earth are the chosen people 



38 MICHIGAN AND THE CENTENNIAL. 

of God ! in whose breasts he has placed the peculiar deposit of substantial and 
genuine virtue/' 

It is conceded that to-day the United States of all the civilized countries is 
the largest grain producer. Why shouldn't she be, with as much territory as 
all Europe. 

It was a matter of much interest to the foreign representatives to look over 
the varied products of this country, with an abundance of soil ready for culti- 
vation, and having a propitious climate. Every inducement offered for immi- 
gration, — cheap lands, magnificent rivers and lakes, affording the best of 
interior navigation, with a complete network of railroads, giving both land and 
water transportation, made a very favorable impression. 

Every opportunity was taken advantage of to show them the peculiar advan- 
tages in all these respects Michigan has for both agricultural and manufactur- 
ing purposes. Surrounded as we are almost by water, with a network of railways 
cutting our State in all directions, affords every facility for quick and cheap 
transport, and a climate modified by the surroundings, peculiarly adapt it for 
agricultural purposes. 

The exhibition of our grains and seeds, though not as showy as some, was 
very extensive and of good quality, — above the average. It made a favorable 
impression we have every reason to believe. 42 counties were represented by 
225 exhibitors of grains and seeds, and over 500 samples ; of wool, 108 exhibit- 
ors and 538 samples. 

Hon. J. J. Woodman, of Paw Paw, was appointed at the first meeting of 
the Board of Managers to the special duty of agriculture. The following is his 
report : 

j. j. woodman's report. 

At the first meeting of the Board, Aug. 13th, 1875, I was assigned to the 
work of "collecting and exhibiting at the Centennial Exhibition, specimens of 
the agricultural products of the State, including the fruits and forestry." 

As the question of finance seemed to be the most embarrassing which was 
presented to the Board, and as it was evident that all labor in collecting and 
preparing articles and products for exhibition must be gratuitous, it was neces- 
sary to enlist the cooperation of individuals and associations, as far as possible, 
throughout the State with the Board, in order to secure the results anticipated 
by the Legislature in creating the Commission. Accordingly, I endeavored to 
secure the services of good, active men in the several counties of the State to 
make and forward collections for the exhibition ; also to make arrangements 
with the State Pomological and Agricultural Societies to aid in the work. As 
but little information had been disseminated in relation to the nature of the 
enterprise or aid to be expected of our people, I issued the following brief cir- 
cular, which was widely circulated, and published in many of the State and 
local papers : 

THE CENTENNIAL — MICHIGAN DEPARTMENT OF AGRICULTURE AND HORTICULTURE. 

General Office, Koom No. 11, Bank Block, ) 
Detroit, August 20th, 1875. f 

As one of the State Board it has been made my special duty to superintend the 
collecting and arranging for exhibition specimens of the products of Michigan soil. 
This will include the products of the farm and garden, the orchard and the forest. 

1 am confident that no State in the Union can present a greater variety of agricul- 
tural products, or of valuable timber and lumber, than Michigan ; and in fruit-growing 



KEPOKT OF THE SECRETARY. 3& 

it stands preeminent. The reputation of the State and the interests of the Nation 
demand that these interests be well and fairly represented in this great Fair, not of 
the States only, but the world; and I appeal to the farmers, fruit-growers, and lum- 
bermen of the State to cooperate in collecting and forwarding specimens for this 
purpose. We want pure samples of all the different varieties of wheat and all other 
cereals, grass seed, peas, beans, etc., produced in the State; also, rare specimens of 
every valuable product. Selections of grain and other products to be exhibited in 
the ear, head, pod. or on the stalk. All samples of grain, seeds, etc., selected for exhi- 
bition will be exhibited in glass jars, to be furnished by the Board. 

The products of the forests will constitute a valuable and interesting feature of the 
Exhibition. Specimens of every variety of valuable timber and ornamental wood 
from the forests of Michigan should be selected and prepared in such a manner as 
will do credit to this great interest of the State. The burden of this division of the 
work mil naturally fall upon the lumbermen, and we have every reason to believe 
that it will be well done. 

Every article or sample of products should be selected, prepared, and forwarded to 
F. W. Xoble, Secretary of the State Board, Detroit, during the coming autumn and 
early winter. 

I am appointing superintendents in the several counties who will give their per- 
sonal attention to collecting and forwarding samples of products, and for that pur- 
pose will attend the fairs of the county. I trust the officers of the agricultural 
societies and other organizations of farmers and fruit-growers will cooperate with 
the county superintendents and State Board in this work. Counties and sections 
of the State that wish to be represented by samples of products from such localities 
can do so, but should apply for space in the Exhibition at the earliest possible 
moment. 

Each sample should be accompanied with a statement containing the name of the 
producer, where raised, and such facts relating to soil and cultivation as may be 
deemed of interest. It would be desirable to have samples of soil producing rare 
specimens or heavy yields forwarded with the specimen. 

While our State has vast resources in its mineral products and lumber, yet the 
great source of its wealth and prosperity are the products of the farms and orchards. 
Shall these interests be well represented in the Centennial Exhibition of the nation 
is the question for the agriculturists of Michigan to decide. 

J. J. Woodman, 
Manager, Paw Paw, Mich. 

At the next meeting of the Board, by resolution, the State Poraological 
Society was asked to take full charge of the fruit department, the State Agri- 
cultural Society of the agricultural, and the Faculty of the Agricultural Col- 
lege of the forestry. The Pomological Society cheerfully assumed the respon- 
sibility, and made arrangements for collecting, packing, and forwarding the 
fruits of Michigan in their season, sparing neither time, money, or labor in the 
prosecution of the work up to the close of the Exhibition. Great credit is due 
the earnest and enterprising members of that organization. 

I was also informed that the State Agricultural Society decided to engage in 
the work, and authorized the appointment of a committee and the appropria- 
tion of §1,000 to aid in collecting and exhibiting the agricultural products of 
the State. 

The Agricultural College also responded to the invitation, and at once 
assigned Prof. W. J. Beal to the forests, where he labored incessantly for 
months, and succeeded in bringing together a collection of forestry which did 
great credit to the State. 

From the mauy discouraging letters which I was constantly receiving from 
prominent men in different portions of the State, I became convinced that our 
people were not fully aroused to the importance of having the products of our 
State fully represented in this great International Exposition, and in October, 
1875, I issued a circular, from which the following extracts are taken, and sent 
them into every county and to every paper published in the State : 



40 . MICHIGAN AND THE CENTENNIAL. 

THE CENTENNIAL. 

Farmers, Stock-Breeders, Woolgr outers, Nomologists, Horticulturists, Manufacturers oj 

Agricultural Implements, and Lumbermen : 

Are you taking the interest in preparing such samples of your products for exhibi- 
tion in the great International Exhibition, to be held at Philadelphia on the one 
hundredth anniversary of our nation's birthday, as the importance of the occasion 
demands? The products, and the progress in agriculture, manufactures, commerce, 
literature, the mechanic arts, and everything that indicates advanced civilization 
made for the first one hundred years by our country, with a territory extending 
through thirty degrees of latitude and sixty degrees of longtitude, embracing within 
its limits more than 2,000,000,000 acres of land, and every variety of the most exuber- 
ant soil, with a climate unsurpassed for salubrity, and a population of 40,000,000 of 
the most intelligent, enterprising, and industrious people on the face of the earth, 
with the best, the freest, and the strongest government the world has ever known, are 
to be placed side by side with every nationality of the world. 

Michigan will be seen, examined, and judged there with her sister states of the 
Union, and forty years of her history as a state read by the world. The products of 
her soil, mines, forests, factories, and waters; her primarj r schools, colleges, asylums, 
reformatories, public works, and commercial advantages, will all be judged by the 
samples exhibited and statistical information furnished. I am aware that there is 
but little inducement to stimulate farmers to exhibit the products of their farms, 
except state and national pride and interest; and that should be the most inspiring 
of any inducement that could be offered to an American citizen. Another such an 
opportunity will never be presented to show the quality, value, and yield of our pro- 
ducts, or greatness of our state and nation. 

Our state should be represented by the best samples of each variety of every 
product of the soil, and in its season, and from every county in the State. Each speci- 
men of wheat, rye, oats, barley, corn, buckwheat, India wheat, peas, beans, etc., should 
he pure samples of some distinct variety, perfectly cleaned, and in quantity sufficient 
to fill a two-quart jar. Millet, Hungarian grass, timothy, clover, blue grass, orchard 
grass, red-top, and seed of all other grasses, should be pure samples of each variety, 
perfectly clean, and in quantity sufficient to fill a jar holding one pint. Canned, 
dried, and prepared fruit should be exhibited in glass jars or boxes of two quarts 
each. 

Honey and dairy products in quantit5 r , form, and package to suit the taste and con- 
venience of the exhibitor. Wines, syrups, etc., should be put into quart bottles. 
Oils, extracts, etc., should be put in pint bottles. The State Board will furnish glass 
jars for all samples that can be shipped to Detroit in sacks or boxes. 

We want samples of products in the head, ear, and pod, and in the sheaf and on the 
stalk. Also statements of yields, with samples of product and soil, together with mode 
of cultivation, name of producer, locality, etc. Also statement of the products raised 
or produced upon a farm for a series of years, not less than five, with samples of 
products, yield per acre of each crop, kind, amount, and value of each product, number 
of acres in the farm, general management, gross receipts, and net profits. Wool 
should be exhibited by sample, and fleece as taken from the sheep. Flax and hemp 
"by samples. 

Send us anything that will be interesting to the beholder, relating to the products 
or history of our State, relics of antiquity, and curiosities both natural and artificial. 

" It is earnestly requested by the commission that foresters of all sections of the 
Union forward samples of the trees of their respective districts. These samples or 
specimens maybe presented in any convenient and portable form. In addition to 
specimens of trunks of trees, should be exhibited timber and lumber in all forms, as 
samples of masts and spars, large and small; knees and square timber as prepared for 
naval purposes, planks and boards exhibiting unusual breadth and character of cell 
and fibre. In brief, every description, quality, and form of wood used in construction 
and decoration." 

Will the lumbermen of Michigan, who have the means and facilities, cooperate and 
fill this department of the State exhibition? All collections in this department will 
be under the supervision of Prof. W. J. Beal of the State Agricultural College. 

The Commission will afford every inducement and facility for a full and complete 
display of every variety of fruits, and it is to be hoped that the Pomological Society 
of our State, and individual cultivators generally, will cooperate in an effort to place 
before the world creditable evidences of the resources and capacity of our State in 
respect to fruit culture and products. 
It gives me pleasure to announce that the State Agricultural Society has consented 



REPORT OF THE SECRETARY. 41 

to assist in this work, and the agricultural department of the State will be placed in 
charge of a committee of able gentlemen that have been appointed by the executive 
committee of the society for that purpose. Great credit is clue to the State Board of 
Agriculture for the interest taken, and to the Faculty of the Agricultural College for 
the valuable labor that is being performed by them. 

The State will owe a debt of gratitude to the superintendents in the several coun- 
ties who have generously consented to collect and forward samples and articles for 
exhibition. As the small appropriation made by the Legislature will all be needed 
to pay freight and actuai expenses in arranging and exhibiting, all must labor with- 
out reward, except that which comes from the consciousness of having done our duty 
and the gratitude of a noble state. 

J. J. Woodman, 

Member of the State Board and Sv.pt. of the Agricultural Department, Paw Paw, Mich. 

Soon after I published the following : 

TIIE CENTENNIAL.— MICHIGAN'S AGRICULTURAL DEPARTMENT. 

In my last appeal to the Agriculturists of Michigan, I called their attention 
to the importance of having our State represented in the Centennial Exhibition 
of the nation by samples of every product of the State, and statistics showing its 
present social, moral, educational, and financial standing. As General Superintendent 
of the Agricultural Department for this State, I have endeavored to secure the ser- 
vices of good, active men in the several counties to superintend collecting and for- 
warding articles and samples of products for exhibition, and have succeeded in finding 
men who were willing to devote time and labor to this work in most of the agricul- 
tural counties of the State, as the following list will show. Appointments can yet be 
made if desired in counties that are omitted in the list. The services of these super- 
intendents will be needed until the close of the Exhibition, as fruits and vegetables 
must be collected and forwarded in their season, dairy products at any time during 
the Exhibition, and live stock during the months of September and October. 

Any sample on exhibition may be changed for a better specimen if desired at any 
time, and additions can be made as far as space will permit. 

The following are the County Superintendents that have been appointed: 

County. Superintendents. r. O. Address. 

Alcona J. Van Buskirk _ _ Harrisville. 

Allegan Hiram Bailey Monterey. 

Branch Harvey Haynes . . Cold water. 

Barry Wm. Falk Prairieville. 

Berrien A. O. Winchester St. Joseph. 

Calhoun A. O. Hyde Marshall. 

Cass _ . .H. S. Rogers Volinia. 

Clinton A. Stout St. Johns. 

Genesee E. W. Rising Davison Station. 

Grand Traverse. J. G. Ramsdell Traverse City. 

Gratiot Edson Packard Forest Hill. 

Hillsdale F. M. Holloway Hillsdale. 

Jackson M. Shoemaker Jackson Ci ty . 

Isabella E. R. Coburn Mt. Pleasant. 

Huron J. Jenks Rock Falls. 

Ingham Amos F. Wood Mason. 

Ionia Alonzo Sessions Ionia. 

Kalamzoo Wm. Bair . Vicksburg. 

Kent S. S. Bailey. Grand Rapids. 

Lake F. M. Carroll Baldwin City. 

Lenawee .Charles E. Mickle v Adrian. 

S. B. Mann ." 

Livingston Elisha Wait Fen ton. 

Macomb B. Southerland Memphis. 

Monroe H. A. Conant Monroe City. 

Mason F. L. Kern Ludington. 

Montcalm L. C. Lincoln Greenville. 

Muskegon _C. L. Whitney Muskegon. 

Newaygo S. II. Riblet Newaygo. 

Oceana .Geo. W. Woodward Shelby. 

6 



42 MICHIGAN AND THE CENTENNIAL. 

County. Superintendents. P. O. Address. 

Oakland Edwin Phelps. _ Pontiac. 

Osceola E. R. Merithen.. Osceola. 

Ottawa Wm, M. Ferry Grand Haven. 

Saginaw J. H. Jerome Saginaw City. 

Sanilac James Anderson Farmers. 

Shiawassee A. H. Robertson Owosso. 

St. Clair L. B. Remer East China. 

St. Joseph J. H. Gardner. Centreville. 

Tuscola J. Q. A. Burrington Tuscola. 

Van Buren John V. Rosevelt Keeler. 

" David Woodman (2d) Paw Paw. 

Washtenaw J. J. Robinson. Manchester. 

Wayne H. O. Hanford Plymouth. 

J. J. Woodman, 

Manager, Paw Paw, Mich. 

To the above were added A. J. Edson of Plainwell, Allegan county, and 
and John W. Norman of Lexington, Sanilac county, who rendered valuable 
aid in collecting and forwarding samples of the products from their localities. 

It is due to the county superintendents and farmers of the State that I should 
here state, that the quality of the cereals raised in 1875 was not up to the- 
standard of previous years ; and much depended upon the crop of 1876 for sam- 
ples that would fairly represent the standard quality of Michigan grain. 
Accordingly, fields were selected in different portions of the State, about the= 
first of July, from which to cut for exhibition in the sheaf ; but just before the 
grain matured the straw rusted, greatly injuring not only the beauty of the- 
straw, but heads and kernel. However, many fine samples were secured of all 
the different varieties of wheat and other grain raised in the State, and our 
agricultural department assumed a very creditable appearance. 

Early in June I issued the following circular, sending copies, as before, to 
the papers of the State, and to hundreds of prominent wool-growers and 
farmers : 

WOOL-GROWERS, FARMERS, AND THE CENTENNIAL EXHIBITION. 

Perhaps no state in the Union can boast of better flocks of fine and long-wool sheep 
than Michigan; and yet the reputation of Michigan wool in the market is below that 
of some other states. The interests of wool-growers, and the reputation of Michigan 
as a wool-growing state, demand that this important interest be well and fairly 
represented in this great Industrial Exhibition; and I call upon the wool-growers of 
the State to select from their flocks samples of the most desirable grades, including 
fine merino, delaine, and combing wool, and forward the same for exhibition. 

As the qnality of most of the cereals produced last year was inferior to that of pre- 
ceding years, it has been difficult to collect samples that do justice to the State, and 
we must rely upon the growing crop for more perfect samples. Let the farmers be on 
the look-out for the best and most desirable specimens of every farm product that is 
grown in the State, to be placed on exhibition when harvested. Who will produce- 
the tallest clover and other grasses, or of any variety of grain ? Who can exhibit the* 
largest and best tilled heads of wheat, rye, oats, barley, etc.? Who will furnish the 
largest and finest vegetables? These are questions for the farmers of the State to* 
answer. I have been highly gratified to learn that the exhibition of winter fruit by 
the Pomological Society of the State has been creditable to the fruit growers, and 
Michigan has been honored. Great credit is due the members of this society for the 
interest and untiring zeal manifest in filling the pomological department of the exhi- 
bition. They are laboring without means or hope of reward, except that which is 
enjoyed in the satisfaction of sustaining the reputation of Michigan as a fruit-grow- 
ing State. I trust that all fruit growers and business men of the State will cooperate- 
and render the society material aid. 



REPORT OF THE SECRETARY. 43 

Other circulars were issued from time to time, and much time spent in cor- 
responding and visiting different sections of the State, making collections, 
arranging, labeling, packing, and forwarding. Most of my time was spent in 
the State up to the 8th of September, when I went to Philadelphia to relieve 
Mr. Fralick, who had spent some time there, — returning the first week in 
October. 

I cannot close this report without acknowledging the valuable aid rendered 
by many of the county superintendents, prominent farmers, and others in the 
State, who realized that in the enterprise the reputation of our State was 
involved. Although we did not accomplish all we could have wished, yet I am 
confident that with the means expended no state excelled us in agricultural ex- 
hibits. I am also under obligations to Hon. Henry S. Olubb, correspondent of the 
Michigan Farmer, for assistance in compiling list of exhibitors and the articles 
furnished. The list has been prepared with great care, and is in the main cor- 
rect. Many articles and samples were not labeled, and some of the labels were 
detached and lost in unpacking; only such as were properly labeled are 
included in the list. 

THE POMOLOGICAL DEPARTMENT, 

under charge of Mr. Chas. A. Ilgenfritz, of Monroe, was one of the most 
attractive features of the Exhibition, Michigan taking the lead at all times. 
The May exhibition of winter fruits, 40 varieties, was exhibited in the main 
aisle of Agricultural Hall, — the only exhibition of any note made at this special 
display. It received many complimentary remarks, and merited an award, 
which was granted to the Michigan Horticultural Society. The fall display, 
made in Pomological Hall, a building erected expressly for it, — the finest and 
largest display ever made on this continent; Michigan, taking the lead, at this 
time having about 3,500 plates. Nothing could compete successfully with 
Michigan, as may be seen by the accompanying letter : 

INTERNATIONAL EXHIBITIONS. 

Philadelphia, Nov. 14, 1876. 
F. W. Noble, Esq., Sec. State Centennial Board of Michigan : 

Dear Sir, — Before the connection between us is severed, consequent on the closing 
of the International Exhibition, I desire to place upon record my appreciation of 
your services in the interest of your State and in the support of the great Exhibition 
in general. 

Your display of forest products was unsurpassed and practically displayed. The 
exhibition of dried grasses was the most extensive in the Agricultural Department, 
and perfect in nomenclature; and the show of fruit at all times exceeded that of any 
other state, and in the aggregate more than doubled the quantity sent from any state,. 
while the variety and quality was unexampled. The display of fruit alone was of 
incalculable value as a means of directing the attention of the thoughtful to the 
resources of Michigan. 

Yours very respectfully, 

Burnet Landreth, 

Chief of Bureau. 



Also the following : 



MICHIGAN AHEAD AT PHILADELPHIA. 



The editor of the Ohio Farmer, an unprejudiced witness, writing from Philadel- 
phia, published the following in his paper October 21 : 

"The display of fruits in Pomological Hall, still continues as attractive as at its 
opening a month ago, the tables being constantly furnished by contributions from 
the sources of production. 



U MICHIGAN AND THE CENTENNIAL. 

;1 Those fruit producing' districts most distant seem to be the most active, as Iowa, 
Michigan, Oregon and Canada, are almost daily in receipt of fresh exhibits. Those 
of Canada and Michigan may be especially referred to as of great superiority in both 
quantity and quality. Michigan takes the lead of any other State in the extent of her 
display, as indeed she has done during almost the entire season. In this display 
there' are now over 2,500 plates of fruit, much of it a very superior quality. Owing 
to the great distance they have to be transported, many of the peaches and grapes 
have been received in a damaged condition, but the apples and pears are magnificent. 
Northern Michigan is noted for the superior keeping qualities of its fruits, and as 
an evidence that this reputation is well earned, the Peninsular Farmers' Club of Old 
Mission, Grand Traverse county, has sent specimens of Early Harvest, Sweet Bough, 
and other early apples, all in perfectly good condition. N. Chilson, of Battle Creek, 
sends about 150 varieties of apples, and other single exhibitors send as many, or 
more. The Peninsular Farmers' Club have sent a collective exhibit of apples and 
pears, which, for high coloring, soundness of fruit and delicacy of flavor, is the finest 
Ave have ever seen. Four plates of Flemish Beauty pears sent by Prof. Tracy of 
this Club, far excel any others in the Hall. They are of large size and show the finest 
coloring we have ever seen on any pears. 

14 The" Michigan Agricultural College sends nearly three hundred varieties of pota- 
toes, which show very fully their comparative merits when grown on the sandy loam 
of the College farm." 

Your attention is called to Mr. C. A. Ilgenfritz's report on the Pomological 
Exhibits, accompanying this report; also, to the list of awards. 

AGRICULTUKAL COLLEGE. 

To Michigan belongs the credit of providing for an agricultural school, the 
first in the United States. 

The Constitution of Michigan, adopted Aug. 15, 1850, provides in Article 
XIII. as follows : 

"Sec. 11. The Legislature * * shall, as soon as practicable, provide for 
the establishment of an agricultural school." 

In 1855 an act for the establishment of an agricultural school was passed, 
in accordance with the provisions of the Constitution. 

June 1G, 1855, the location of the College was fixed. 

The College was put under the supervision of the State Board of Education, 
and remained there until 18G0. May 13, 1857, the College was opened for the 
reception of students. 

In 18G1 the Legislature, at request of the State Board of Education, trans- 
ferred the charge of the College to the State Board of Agriculture. The act 
provides that it shall be a high seminary of learning, in which the graduate of 
the common school can commence, pursue, and finish a course of study, ter- 
minating in thorough theoretic and practical instruction in those sciences and 
arts which bear directly upon agriculture and kindred industrial pursuits. 

A full course of study shall embrace not less than four years. 

"'It shall combine physical with intellectual labor, and require, with some 
exceptions, three hours labor each day from each student." 

"The College shall have power to confer degrees." 

As one of our State educational institutions she has brought both credit and 
honor to our State by the exhibition of some of her products, viz : 253 distinct 
varieties of potatoes, many of them new and very promising ; 210 specimens of 
grasses, properly named. This collection was the "most extensive in the 
Exhibition.'' — (See Burnet Landroth's letter, page 43.) "The forestry was 
unsurpassed and practically displayed." For these exhibits an award was 



REPORT OF THE SECRETARY. 45 

granted. Dr. Saldanha, Brazilian Commissioner, one of the judges on for- 
estry, made the remark to me that our exhibit interested him very much, not? 
only in quantity but variety. The Emperor Dom Pedro II. with Dr. Sal- 
danha visited both our agricultural and forestry exhibits. He desired an 
exchange of our products. It was my pleasure to grant it. The collection 
given consists of over 100 samples of forestry from Agricultural College collec- 
tion, some sections of logs from the Grand Rapids and Indiana Railroad Co., 
collection of samples from S. S. Scovel & Co., such as are used in the construction 
of wagons and sulkies by them, and a full assortment of grains and seeds, which 
will be placed in the museum of the Imperial Agricultural Institute of Rio-de- 
Janeiro, Brazil. 

These marks of commendation from the Emperor and his representative, 
from the country most prolific of forestry in the world, representing a very 
extensive collection of beautiful polished specimens from the provinces of 
Santa Catharina, the valuable wood of Parana and Pernambuco, Rio de Jeneiro, 
Rio Grande 'do Sul, St. Paulo, Minas Geroes and Barbacena, was very gratify- 
ing. Almost every country was represented in forestry. Great care had been 
taken by many in preparing them for exhibition, but none equalled the Agri- 
cultural College collection, save Brazil. They were neatly arranged and very 
attractive, and properly classified. 

The College collection contains about 1,200 specimens in different forms, 
— from sections of trees 9 feet in diameter to small shrubs ; a quantity of small 
boards, some surfaced to show the natural color, some finished in oil, some 
varnished and polished, showing the variety of color and grain. 

Cutler & Savage exhibit clear white pine plank, 4 to 5 feet wide ; Bradley & 
Co., of Bay City, send a white nine plank between 3 and 4 feet wide, 6 inches 
thick, surfaced ou one side, — attracted much attention ; this plank sent to 
Smithsonian Institute. Quimby & Son, Grand Rapids, sends case containing 
samples of rift-sawed pine, used for sounding boards, etc. Colby & Son, 
Ionia, send six white pine logs 16 feet long, cut from one tree, — score about 
4,000 feet; this, with the sleigh on which they were sent, occupied a conspicu- 
ous place outside the building and attracted much attention. Many specimens, 
freaks of nature, etc., etc. ; two with deers' horns imbedded, one with 110 
rings outside the horns, showing as many years since the ■ fatal encounter 
transpired that deprived the animal of life. 

There are over 90 distinct varieties of forestry, and 150 varieties of shrubs 
growing in Michigan ; very many varieties of our woods are utilized for man- 
ufacturing purposes, and quantities of shrubs for medicinal purposes. 

From the above it may be seen that our forests are of vast importance to our 
State. Next to agriculture, they form the largest item of our resources. 

The area of timber lands in Michigan in 18 '74, was near 13,000,000 acres, 
being 2,500,000 more acres than any other State in the union (total in United 
States, 380,000,000). 

Total lumber cut in Michigan, 1874, was 3,231,470,894 ft. 

Shingles 1,3S3,S70,000 

Total number saw mills 1,600 

Persons emploved 23, 522 

Capital invested 823,448,014 00 

Value of products 39,840,156 00 

Shingle mills 223 



46 MICHIGAN AND THE CENTENNIAL. 

Capital invested $1,087,220 00 

Value of products _ 2,950,585 00 

The amount of timber cut for charcoal purposes not mentioned, neither that 
cut for domestic purposes. Of the value of lumber shipped to foreign mar- 
kets, I have no statistics. 

Attention was first directed to Michigan oak timber in 1869, when 736,000 
cubic feet were shipped; in 1873, over 3,000,000 feet was snipped, most of 
this class of timber going down the St. Lawrence and to Europe. I learned 
from the German commissioner at Philadelphia, that the maples of Michigan 
have a market in Germany, being used in the manufacture of furniture. Mr. 
Wilson, commissioner from Victoria, informs me they get white pine (clear), 
also stave and rum shooks, from the United States and Canada. 

FOREST CULTURE. 

The increasing scarcity of timber in the United States, so famous for the 
richness, value, and extent of its forest, is a subject that calls for serious con- 
sideration. It is now attracting the attention of people in all parts of the 
country. A society was organized in New Jersey during the past year. Meet- 
ings were held at the Ohio State Building, California State Building, and 
Michigan State Building; also at Sea Grove. Addresses were delivered upon 
the subject of protection to forestry and forest culture. We do not look upon 
the destruction of forests in this country as they do in Europe. The time has 
come when we should look both to the protection and improvement of them. 
In Europe the subject is of such importance that forest schools have been 
established all over the continent. Russia contains over 500,000,000 acres of 
forest, over one-third the whole territory of that country (near 40 per cent by 
recent statistics). Portions of the south are poor in timber. Their system of 
forest culture is such that they are improving those portions by planting trees. 
In four years, 1866 to 1870, in one locality over 20,000 acres were planted. 
With the growth of the forest the change of climate follows. The Imperial 
Forestry Institute of St. Petersburgh number 600 pupils and 66 teachers. 
There are seven other forestry schools in Russia. 

In Prussia there are two ; one founded in 1821, at Neustadt, Eberswalde, 
under the care of Alexander Humboldt; eight professors, — the course requires 
two and one-half years. It has a museum containing all sorts of birds, animals 
and insects found in forest, neatly arranged. Specimens of the branch, bark, 
leaf, root and cone, both in a healthy state and injured, exhibited together ; the 
student can see the extent of the damage, the cause, etc., etc. Insects in all 
stages are exhibited, and their habits fully detailed. This shows something 
the extent of the institutes of forestry in Europe. Many of their schools 
have, in connection with them, museums in which are collected specimens of 
woods from the forests of sufficient size to practically test their value. They 
are labelled where collected from, what particular value they have, and the best 
use they can be put to, cost of procuring them, and the quantity in each and 
every locality. 

The Agricultural College at Lansing, to-day possesses the finest forest collec- 
tion of any College in the United States ; Michigan the most valuable forest 
products. Why cannot we take the lead in forest culture in this country? 

The rapidity with which our forests are now being demolished with the lum- 



REPORT OF THE SECRETARY. 4? 

bering interest and fires that sweep over our State yearly, we shall soon be 
classed among the smallest, in acreage, while now we are the largest. 

Catalogue of College Exhibits may be found with general catalogue. 

A sketch of what Brazil is doing to develop agricultural and other interests, 
may be found in the catalogue of exchanges, etc. 

MICHIGAN" STATE BUILDING, 

one of the most conspicuous and elegant buildings on the Centennial grounds. 
The style of architecture, Swiss ; finished entirely with native woods, from the 
forests of Michigan, and the handiwork of Michigan mechanics. The frame and 
material all prepared at Detroit before shipment. It was so constructed as to 
be taken down and removed at the close of the Exhibition without destroying 
it or marring the interior work, which is of highly finished, raised panels, 
worked in hard wood, the first story, and white pine second story; each room, 
first floor, of different kinds. Sixteen varieties of woods used in the building ; 
wainscoting of two rooms ; panels of gypsum and artificial marble ; the roof 
of slate from quarries of Huron Bay Slate Co. ; the foundation from the Mar- 
quette brownstone quarries. The furniture and window draperies all from 
Michigan furniture manufacturers. This building gave to Michigan a wide- 
spread name long to be remembered. Well may our citizens feel proud of it. 
It was their home at the Centennial, and one they could not well have dispensed 
with. Near 40,000 of our citizens visited it. Near 32,000 Michigan people 
were registered at the building after the 30th day of May. The largest num- 
ber registering in anyone day, Sept. 18, 1,311; largest number week ending 
Sept. 24, 3,520; average daily from May 30, 155; average from Sept. 1st to 
Nov. 10, 302. Very many did not register for want of time. 

The distribution of books of our resources, catalogue, and educational docu- 
ments numbered about 15,000, over 2,000 going to foreign countries. Of the 
9,910,966 people who entered the Centennial grounds but few went away with- 
out hearing or seeing something of Michigan. Like other State buildings, on 
various occasions it was used for society meetings. The forestry association of 
Sea Grove, N. J., called a meetiug here for discussing the subject of forest 
culture and forest protection. Educational, musical, and other society meet- 
ings were held. Such gatherings advanced our interests, and gave us rea- 
son to congratulate ourselves for building a representative building from our 
own resources. Over 15,000 letters received at the building. Daily and weekly 
papers from all parts of the State kept on file for the accommodation of our 
people. The papers were free contributions of the publishers. Frank Leslie 
generously contributed all his publications, weekly and monthly, with cases 
for their protection and convenience ; also the publishers of the Daily Graphic 
contributed their daily, — for which we are very grateful. 

Everything that could be done to make our citizens feel at home was done. 
The building was the contribution of private citizens entirely. Mr. R. N. Bice 
(now a resident of Concord, Mass.), formerly a resident of Michigan, sent a 
large oil painting of the steamer "K. N. Rice," which was much admired. 
The elegant silk banner that was sent to Vienna in 1873 by the city of Detroit, 
was sent to our State building, and was much admired. The portrait of Dr. 
Duffield, chaplain to the 1st Continental Congress, attracted much attention. 
A complete bedroom set of furniture, valued at §500 ; also a parlor set of 
seven pieces, valued at $400, and the window draperies, were all contributed by 



4S MICHIGAN AND THE CENTENNIAL. 

the Berkey & Gay Furniture Co. of Grand Rapids, and were sold by their 
agents at close of exhibition. They deserve the thanks of the citizens of 
Michigan. All these, and many others in connection with our State building, 
made impressions on the mind of the visitor loug to be remembered. 

I have no hesitancy in saying that no exhibition from our State gave to 
Michigan so prominent a position, so widespread reputation (one that every 
citizen may feel proud of), as did the Michigan State Building. Visited by 
the representatives of all countries from all parts of the world, its beauties in 
detail have been sent into every land in their own language ; and to-day Michi- 
gan is better known in foreign countries than she could otherwise have been for 
years to come had we not taken part in this Exhibition, as we have the fruits 
of which will come back to us as "seed sown on good ground." 

It seemed to be the universal desire of our citizens when at the Exhibition 
that the building should be returned to the State, and erected in some suitable 
place as a memento of the Centennial Exhibition. The Board of Managers so 
recommended to the Legislature ; but for some reason, unexplained, they did 
not so direct, and the building was eventually sold to B. Lippincott, of Phila- 
delphia, and removed to Atlantic City, New Jersey, for a seaside residence, 
where he is erecting it, and as he says, "I shall have the finest building on the 
Atlantic coast from Maine to Florida." 



AWARDS TO MICHIGAN EXHIBITORS. 

The following are the awards to Michigan exhibitors, with the reports of the 
judges on the same : 

State of Michigan, U. S. — Wool. — Report: A collective exhibit of samples 
of wool produced in the State, contributed by 116 persons in 10 counties; 461 
samples being of merino wool and grades, and 196 samples being of long 
combing wool of English blood. The collection is illustrative of the high 
character of an annual product of wool in the State, estimated at 8,000,000 
pounds. 

Berkey & Gay Furniture Co., Grand Rapids, Mich. — Chamber Suit. — Report : 
Commend for good work, carefully selected material, and superiority in the 
details of manufacture. 

Phoenix Furniture Co., Grand Rapids, Mich. — Two Bedroom Suits. — 
Report : Commend for good workmanship and finish, and for adaptation to 
the demands of the market for which it is manufactured; a fine exhibit. 

Nelson, Matter & Co., Grand Rapids, Mich. — Bedstead and Dressing Case. — 
Report : Commended for good workmanship and finish, and choice selection 
of material. 

Ferdinand Lapp, Detroit, Mich. — Walnut Clock Case. — Report : Commended 
for good design and excellent carving. 

Ernest J. Knowlton, Ann Arbor, Mich. — Bath Tub. — Report: Commended 
as a portable and useful bathing apparatus ; a very desirable and important 
article for general use. 

Richmond, Backus & Co., Detroit, Mich. — Railroad Ticket Case. — Report: 
Commended as practical in design and compact in arrangement for the pur- 
poses intended. 

State of Michigan, L T . S. — Collection of Ores, etc. — Report : Commended 
for fine blocks of native copper, and for a series of specimens illustrating the 
mineralogy and the metallurgy of the copper deposits of Michigan. 



REPORT OF THE SECRETARY. 49 

E. Gaugot, Copper Fulls, Mich. — Geological Map. — Report: A new and 
detailed geological map of the Upper Peninsula of Michigan. 

Marquette Brown-Stone Co.. Marquette, Lake Superior, Mich. — Brown 
Freestone. — Report : Commended for the good color and uniform texture of 
the brownish-purple sandstone which they exhibit. 

Burt Freestone Co., Marquette, Mich. — Sandstone. — Report: Commended 
for the good color and texture of the stone. 

W. Harris, Michigan, U. S. — Native Silver and Copper. — Report : A valu- 
able exhibit of native silver and native copper. 

A. J. Corey, Michigan, U. S. — Native Silver. — Report: A valuable exhibit 
of native silver from the Lake Superior Copper Mines. 

Lake Superior District, U. S. — Iron Ores. — Report : The following mines 
contribute to the display from this region : Jackson Mine, specular ore ; 
Republic Mine, specular and hematite ores ; Barnum Mine, specular ore ; 
Cleveland Mine, specular ore ; Champion Mine, magnetic ore ; Edwards Mine, 
magnetic ore ; Lake Superior Mine, specular and hematite ores ; Lake Ange- 
line Mine, specular and hematite ores ; Michigamme Mine, magnetic ores ; 
Magnetic Mine, magnetic ore; New York Mine, specular ore; Macomber 
Mine, hematite ore ; Spur Mountain Mine, magnetic ore; Saginaw Mine, spec- 
ular ore ; Rolling Mill Mine, hematite ore ; Washington Mine, magnetic ore. 
These ores are in the aggregate very rich, and adapted to every class of iron 
manufacture ; many to Bessemer, nearly all to foundry purposes, and all to the 
production of good wrought iron. 

Minong Mining Co., Detroit, Mich. — Native Copper. — Report: A large ex- 
hibit of native copper, showing marks of the pre-historic workers and stone 
hammers. 

S. W. Hill, Michigan, IT. S. — Native Copper. — Report: A valuable exhibit 
of crystals of native copper. 

Central Mine, Michigan, U. S. — Native Copper. — Report: A very valuable 
exhibit of native copper, consisting of four large masses, cut from a specimen 
weighing 76 tons. 

Calumet & Hecla Mining Co., Michigan, U. S. — Copper and Copper Ores ; 
a model of Stamping Mill. — Report: Commended for a large and character- 
istic exhibit of the copper ores, stamp copper, wash sand, ingot, plate and bar 
copper of the Calumet and Hecla Mine, and for the ingenious arrangement 
and adaptability of an excellent and powerful machine for dressing rocks con- 
taining native copper. 

Quincy Mining Co., Michigan, U. S. — Refined Copper. — Report: A valua- 
ble exhibit of refined copper. 

L. Black & Co., Detroit, Mich. — Spectacle and Eye-glass Frames. — Report: 
Commended for ingenuity in the method of securing the lenses in the frames 
of eye-glasses and spectacles, by means of which the glasses may be intro- 
duced or removed with facility and without the aid of any tool. The fasten- 
ing also holds the lenses very securely in their places. All the lenses of these 
makers are ground to the same exact size and form, so that one pair may be at 
any time replaced by another of different color or curvature without special 
preparation. 

D. Farrand Henry, Detroit, Mich. — Current Meter and Inlet Pipe and 
Strainer for Water-works. — Report : Commended for an improvement on the 
ordinary form of current meters and the application of electricity to the record- 
ing part of the instrument; also for the arrangement of a strainer and inlet 



50 MICHIGAN AND THE CENTENNIAL. 

pipe for water-works, so as to prevent the interruption from the accumulation 
of anchor ice. 

Frank N. Clark, Northville, Mich. — Apparatus for Hatching Eggs of the 
Salmon Family. — Report : Capacity for hatching a great number of fish eggs 
in a very small space. 

Cross & Mehling, Grand Rapids, Mich. — Artificial Veneers. — Report : For 
excellence of workmanship and exact imitations of beautiful and valuable 
woods. 

Michigan State Agricultural College, Lansing, Mich. — Woods and Lumber. 
— Report : This is a fine collection of woods and lumber, and is of value both 
scientifically and commercially. Nearly every species of wood is shown by two 
or three specimens, thus enabling the observer to form an accurate idea of the 
timber of the State in its various forms. This collection also contains some 
remarkable botanical curiosities. 

Detroit Stove Works, Detroit, Mich. — Stoves for parlors, halls, and stores. — 
Report : General elegance of outline, beauty of design, perfectness of mount- 
ing, fitting and trimmings, general fine workmanship and appearance. 

J. B. Sweetland, Pontiac, Mich. — Hod Elevator. — Report: Good exhibit of 
its class ; simple and strong. 

James Flower & Bros., Detroit, Mich. — Stop Valve Fire Hydrant. — Report : 
Good workmanship and well adapted for the purpose intended. 

C. W. Coe, Fenton, Mich.— Portable Hand Drill and Bolt Cutting Machine. 
— Report : For ingenuity of feed motion, simplicity, and adaptability of 
machine to its use. 

Wolf Brothers & Keech, Centre ville, Mich. — Oils of Peppermint, Spear- 
mint, Wormwood, Tansey, and Pennyroyal. — Report : For a fine display of 
oils of peppermint, spearmint, wormwood, tansey, and pennyroyal ; possessing 
a soft, rich flavor, obtained from plants of their own raising. 

Battle Creek Machine Co., Battle Creek, Mich. — Boult's Carving, Paneling, 
Moulding, and Dovetailing Machine; Solid Steel Cutters. — Report: For 
ingenious conception, and for practical execution of a machine for dovetailing 
and moulding, whose construction is cheap, considering the variety and the 
quality of the work yielded ; also for solid steel cutters ; also for an ingeniously 
arranged dovetailing machine, operated separately from above. 

Isaac M. Rhodes, M. D., Hancock, Mich. — Combined Invalid and Fracture 
Easy Chair and Bed. — Report: For invention, utility, quality, and fitness for 
the purpose intended, being especially useful in hospitals. 

Detroit Bridge and Iron Works, Detroit, Mich. — Bridge over the Missouri 
River at St. Joseph, Mo. — Report : This bridge is remarkable for the difficul- 
ties attending the construction of its foundations in the Missouri River, having 
been sunk to the bed-rock in that stream ; for the substantial character of the 
masonry of its piers, the economy of design in the superstructure, and the gen- 
eral excellency of workmanship. 

L. G. Bigelow, Detroit, Mich. — Photographs. — Report: Photographic art 
publications. 

Michigan Institution for the Deaf, Dumb, and Blind, Flint, Mich. — Pupils' 
Work. — Report: Good work, showing valuable instruction. 

Board of Education of Ann Arbor, Mich. — Pupils' Work. — Report : For 
pupils' work, showing a thorough and well-graded system of instruction. 

Board of Education of the city of Adrian, Mich. — Pupils' Work. — Report : 
For the complete exhibition of the history, papers, and blanks, showing sys- 
tem, and for pupils' work, showing good results. 



KEPOKT OF THE SECKETARY. 51 

Michigan School Furniture Co., North ville, Mich. — School Furniture. — 
Keport : The exhibition, though not large, shows evidence of good instruction 
and supervision. 

C. D. Sheldon, Michigan — Archaeological Specimens. — Report: For four 
copper wedges of great archaeological interest as being quite unique. 

Michigan State University, Michigan — Microscopical and Pharmaceutical 
Exhibits. — Eeport: Especially for the excellence of its microscopical and 
pharmaceutical exhibits. 

Michigan State Board of Managers, Detroit, Mich. — General Educational 
Exhibit. — Report: For its general exhibit of the excellent State system of 
education, which the judges wish especially to approve for the completeness of 
its public provision for all the grades of education, from the lowest to the high- 
est, but without approving its inadequate system of school supervision. 

School for Dependent Children, Cold water, Mich. — Plans, Drawings, and 
Reports. — Report : For the exhibit of plans, drawings, historical sketches, and 
reports, showing the advantage of the separation of children untainted by 
crime from those more properly cared for in a reformatory institution ; for the 
adaptation of the separate house or cottage system to the needs of said State 
Public School, and for the evidence of thoughtful planning and careful work 
in the establishment. 

John E. Long, Detroit, Mich. — Native English Setter Bitch, over Two 
Years, "Juno." — Report: Having attained our standard of merit. 

John E. Long, Detroit, Mich. — "Juno" English Setter Bitch; the L. C. 
Westcott prize for 2d best English Setter Bitch. — Report : Awarded by the 
unanimous vote of the five judges. 

John E. Long, Detroit, Mich. — "Juno," Detroit Gun Club prize for best 
Setter from Michigan. — Report : Unanimous award by judges. 

Dar B. Smith, Detroit, Mich. — Variety of Fowls. — Report : Two coops of 
Partridge Cochin chicks, for being superior specimens of their variety; one 
pair White Leghorn fowls, two pair White Leghorn chicks, superior ; one coop 
Light Brahma chicks, superior specimens. 

Michigan State Horticultural Society — Apples. — Report: A very superior 
collection of 40 kinds, admirably well kept ; exhibited May 25th. 

N. Hellings & Bro., Battle Creek, Mich. — Apples. — Report : For apples re- 
markably well kept in their fruit-preserving houses ; exhibited May 25th. 

A. A. Olds, Hamilton, Mich. — Apples. — Report : For a collection of apples 
of superior beauty and general excellence ; the King of Tompkins County 
especially, measuring 13 inches around. 

H. Dale Adams, Galesburg, Mich. — Apples and Pears. — Report : That his 
collection of 60 varieties of apples and 16 of pears, exhibited during the week 
ending October 19th, were of general excellence; the Baldwin (12 inches 
round), Jonathan, McLellan, Golden Russet, and Hopkins being superior to 
the average of these varieties. 

N. & C. Chilson, Battle Creek, Mich. — Apples. — Report : That during the 
week ending Oct. 19th, 1876, he exhibited 47 varieties of apples, many of 
which,— Baldwins, Tompkins County King, Black Detroit, and Chilson' s 
seedlings, — were above the usual average of excellence. 

Horticultural Department of State Agricultural College, Lansing, Mich. — 
Potatoes. — Report : This exhibit of 258 varieties of potatoes forms a collection 
that is highly instructive to the people of Michigan, and is therefore highly 
meritorious. 



52 MICHIGAN AND THE CENTEXXIAL. 

B. Hathaway (through the State of Michigan, no postoffice given) — Apples. — 
Eeporfc: For remarkably fine apples, the Northern Spy being especially 
meritorious. 

Edward Bradfield, Ada, Mich. — Grapes. — Eeport : That during the week 
ending Oct. 19th, 1876, he exhibited 25 kinds of grapes from his part of the 
State; and though growing in a district where vines have to be buried under 
ground in winter, were yet of general excellence. 

State of Michigan — Collective Exhibit. — Report : For a very ornamental 
building well arranged for the use. of the State Commission and visitors, and 
which is constructed in the Swiss style, of materials in wood and stone and by 
workmen from the State, the interior being embellished with artificial marble 
and t\ie varnished woods of the State, so blended in colors as to give a very 
pleasing effect ; also for a very large collection of excellent fruit, forestry, and 
wines, showing the products of all portions of the State ; also a fine display of 
iron ore and manufactured iron, as well as gypsum and salt. 

D. M. Richardson, Detroit, Mich. — Patent Wheat Polisher, Scourer, and 
Separator. — Report: Object, to purify the wheat by repeated beating and 
friction of the grains. The machines are solid, substantially made, and well 
suited to the purpose intended. 

J. W. Humphrey, Plymouth, Wayne Co., Mich. — 48 Varieties Apples. — 
Report : For an excellent collection of exclusively summer and autumn apples, 
including only recognized and useful varieties. 

J. M. Humphreys, Plymouth, Mich. — Apples. — Report: That during the 
week ending Oct. 19th, 1870, he exhibited a remarkably fine collection of ap- 
ples, embracing 170 varieties, correctly named, of good flavor and high color. 

Michigan State Pomological Society — Fruits. — Report: That it exhibited 
continuously from near the opening of the Exhibition to its close the fruits of 
Michigan, furnishing thereby one of the most instructive and valuable features 
of the Pomological Department. 

Michigan State Pomological Society — Peaches and Plums. — Report : Peach- 
es — 65 plates, consisting of 10 varieties, embracing the most popular kinds, 
well ripened, high color, fair size and quality, and worthy of especial notice. 
Plums — 44 plates, 14 varieties, embracing the best kinds in cultivation, smooth 
and fair, presenting a handsome show. 

Nicholls, Shepard & Co., Battle Creek, Mich. — Threshing Machine and 
Straw Elevator. — Report : For speciality in the form of the carrier, which 
consists of a wooden screen suspended by rods and having open spaces through 
which the grain drops on to a second carrier, taking it to the winnower at once. 
The passage of the straw and its proper agitation is effected by six rows of 
moveable ringers for the manner in which the grain and chaff is sifted on to 
the winnowing seives, and thus distributed most favorably for the influence of 
the blast. Grain, when winnowed, can be delivered on either side of machine 
by a worm. .Elevator attached to and forming part of machine, light, and 
folds up for traveling ; price reasonable ; of the largest class ; doing excellent 
work. 

A. B. Travis, Brandon, Oakland county, Mich. — Wheat Hoe and Broadcast 
Sowing Machine. — Report : For a combination which effects two important 
operations, viz. : to sow grain broadcast and cover the seed by means of a series 
of hoes attached to a pivoted frame with handles. The same implement is an 
efficient hoe for drilled grain, the workman being able to steer the frame with 
great nicety. The seed distribution is effected by means of reciprocating 



REPOKT OF THE SECRETARY. 53 

slides, with holes of different sizes, driven by cam gearing on inside of driving 
wheels. Different shaped hoes can be attached. 

Jones Brothers, Surgis, Mich. — Fruit Drier. — Report: As a machine capa- 
ble of rapidly aud efficiently drying large quantities • of fruit, owing to the 
operation of a double action fan, driven by horse or steam power. The heat 
is regulated by adjustable valves ; large screen surface in ten sections, each 
carried on rollers, facilitates the process of filling and emptying the fruit ; the 
escape of moisture provided for by hydrometric openings. 

AVithington, Cooley & Co., Jackson, Mich.— Hoes, Forks, Bakes, Potato 
Hooks, Corn and Hay Knives. — Eeport : Variety of manufacture, beauty of 
form, uniform excellence of material employed, fine workmanship and finish, 
together with reasonable strength and solidity of the several parts. 

Gale Manufacturing Co., Albion, Mich. — Horse Hay -Rake. — Eeport: This 
rake is well constructed, simple in design, having an improved clearing bar and 
means of adjustment for changing the position of the lever and the position of 
the rake head. 

IX CONCLUSION", 

I will say Michigan has contributed her full quota to make the Centennial 
Exhibition a success (I do not say financial success, although 40,000 of her 
citizens contributed towards that by visiting it), — as a school, I wish to be 
understood. As long ago as 1801, when Napoleon instituted the second indus- 
trial exhibition, he did so for this reason : he saw the advantages gained by 
manufacturers bringing their goods in comparison with other manufacturers ; 
he also saw the improvements made in various ways in trade and traffic. So 
the Prince Consort, to more widely spread these benefits, instituted the first 
so-called international exhibition in 1851, in London. Evidences of their 
value as a means of educating the people multiplied with each succeeding 
exhibition. 

AVe may safely say that this Centennial Exhibition surpasses any of them in 
this respect, for here were gathered in peaceful competition the representatives 
of many nations and countries who have never before placed on exhibition their 
wares and merchandise, and all may profit by the association. The more thor- 
oughly its lessons are learned the greater will be the gain. 

Here were congregated artizans, artists, professional men, teachers, legisla- 
tors, and rulers of the world. Each may learn from the other whatever lessons 
are to be taught from practical skill and accumulated experience. We should 
not, however, confine our studies to those nations or countries most advanced 
in the arts and sciences, or the great industrial countries, as they are called. 
Much is to be learned from those countries who have shown great skill and in- 
dividuality of design and delicacy of manipulation in their handiwork deserv- 
ing of close study. The United States, though young, is one of the foremost 
in multiplying the useful productions through our ingenious labor-saving ma- 
chinery and wonderful mechanical devices. 

The peculiar condition, situation, and surroundings of every people, heredi- 
tary, traditional, climatic, geographical, political, and social, give rise to pecu- 
liar genius to meet the necessities of life, which in turn give rise to peculiar 
experience, which ultimately find expression in the selection of particular indus- 
tries, in the way of working the materials they use, the process they adopt, the 
implements they invent, the natural products they utilize for any and all pur- 



54 



MICHIGAN AND THE CENTENNIAL. 



poses. From all these, with the manners and customs of people, may be 
learned something of value ; from the least conspicuous of all the countries 
here exhibiting may be learned something of yalue. 

We have here been able to compare notes with all countries; we have a view 
of the products and processes of the brains, hands, and workshops of the world, 
and he who fails to profit by the experience here, certainly the fault is wholly 
his own. Verv respectfully, 

F. W. NOBLE, Sec'y. 



NAMES OF EXHIBITORS AND ARTICLES 

EXHIBITED. 



IX AGRICULTURAL DEPARTMENT. 



ALLEGAN COUNTY, 



Anaway, Sylvester, Plainwell — Two samples of grade Merino wool, and one 
sample of combing wool 10 inches long. 

Anaway, E., Plainwell — One sample of grade Merino wool. 

Barlacomb, Mr., Plainwell — One sample of grade Merino wool. 

Blancbard, Harrison — One sample of grade Merino wool. 

Boniface, W. — One sample of grade Merino wool. 

Brender, Peter, Otsego — One sample of grade Merino wool. 

Conrad, J. F., Gun Plains, Plainwell — One sample each of white oats and 
grade Merino wool. 

Conrad, John, Gun Plains, Plainwell — Three good samples white oats, and 
one of buckwheat 5G bushels to the acre. 

Crawford, E., Plainwell — One sample grade Merino wool. 

Edson, A. J., Plainwell — Three samples of grade Merino wool; one sample 
each barley, oats, Wick's wheat, and marrow-fat beans; also a sample of land 
plaster from the Granger Plaster Mill, Grandville, Kent county. Mr. Edson 
is entitled to great credit for the fine collection of grain, grasses, wool, etc., 
which he forwarded from this county. 

Fenner, Squaer, Plainwell — Two samples of grade Merino wool. 

Hall, Hiram, Plainwell — One sample of grade Merino wool. 

Hider, -Mr., Plainwell — One sample of grade Merino wool. 

Jackson, A. II., Silver Creek — One sample grade Merino wool. 

James, J. W., Silver Creek — One sample of grade Merino wool. 

McKay, Henry, Plainwell — One sample of grade Merino wool. 

Kent, S. W., Martin — Fine samples of grade Merino wool. 

Knapp, E. C, Plainwell — One sample of grade Merino wool. 

Lowe, David — One sample of grade Merino wool. 

Mare, J. — One sample of grade Merino wool. 

Merriman, James — One sample of grade Merino wool. 

Mina, M., Cooper — One sample of grade Merino wool. 

Morehouse, M.— Two samples of grade Merino wool. 

Porter, Phillip — Two samples of grade Merino wool. 

Brophy, Mrs., Plainwell — One sample of grade Merino wool. 

Eeed, J. — One sample of grade Merino wool. 



56 MICHIGAN AND THE CENTENNIAL. 

Richmond, R., Plainwell — One sample of grade Merino wool. 
Robinson, J. A., Plainwell — One sample of marrowfat beans. 
Ross, James, Plainwell — One sample of Lima beans. 
Ross, J. L., Plainwell — One sample of grade Merino wool. 
Ross, Almon — One sample of grade Merino wool. 
St. John, Horace, Plainwell — One sample of grade Merino wool. 
Skinner, J. H., Cooper — Tbree samples grade Merino wool. 
Simmons, L. H., Cooper — One sample of grade Merino wool. 
Turner, Mr., Plainwell — One sample grade Merino wool. 
Weel, E. — One sample grade Merino wool. 

Tbe grade Merino wool of tbis county is such as must command the best 
market prices, judging from the samples sent. 

BAY COUNTY. 

lloltem, David, Sterling — Four samples of Merino wool. 

Slight, George, Sterling — Three samples of Cotswold and Leicester wool. 

BERRIEN COUNTY. 

Dougherty, William, Berrien Springs — One sample each of Tread well wheat, 
surprise oats, white corn, buckwheat, and silver-skinned buckwheat. 

Ray, II. J., Watervliet — One sample Tappahannock wheat, 26 bushels to the 
acre. 

Winchester, A. 0., St. Joseph — Three samples of wheat, two samples each 
of buckwheat and corn, and one of oats. 

BRANCH COUNTY. 

Bennett, J. U., Gilead — Two samples of wool from Cotswold bucks, fiber 13 
inches long, fleeces, one 16f lbs. and the other 11 lbs. ; two samples wool from 
Cotswold ewes one year old, fiber 10 inches long, fleece 10 lbs. ; one sample 
Cotswold and Merino cross, one year old, fleece 10 lbs., fiber 8£ inches, — an 
excellent sample. 

Dudley, George — Two samples of grade Cotswold, fiber 13J inches long ; 
good combing wools. 

Luce, Cyrus G., Gilead — One barrel corn and oats. 

Scovill & Co., S. S., Coldw-ator — Sample of hickory. 

Van de Vantz, R. M., Gilead — Two samples of Excelsior oats. 

Weyborn, Francis, Kinderhook — Three samples of wool from Leicester ewe; 
fiber 16^ inches long, weight of fleece 8f lbs. Very fine wool for such long 
fiber. 

CALHOUN COUNTY. 

Anthony, W. G., Marengo — Eight samples Spanish Merino wool, very good 
quality. 

Chapin, Samuel, Marengo — One sample each of bald Mediterranean, Deihl, 
and Clawson wheat; the first yielded twenty and the two last thirty bushels to 
the acre. One sample of six-rowed barley, thirty bushels to the acre. One 
sample of white dent corn, one hundred bushels to the acre. One sample of 
white oats, fifty bushels to the acre. 

Church, Byron, Marengo — One sample each of Deihl and Tappahannock 
wheat, the first yielding twenty-eight and the last thirty bushels to the acre on 
sandy loam soil. One sample of Hackberry dent corn, one hundred bushels to 
the acre. 



NAMES OF EXHIBITORS AND ARTICLES EXHIBITED. 57 

Cook, Asa 13., Marshall — One sample each of Deihl and Tappahannock 
wheat, the first thirty and the last twenty-five bushels to the acre. 

Cook, John N., Marengo — One sample of white dent corn. One citron. 

Curtis, 0., Marshall — One sample of corn. 

Hicks, W. S., Battle Creek — One bale of hops, crop of 1876. Very good 
hops, and nicely baled and labelled. 

Hyde, A. 0., Marshall — One sample of white navy beans, twenty-five bush- 
els to the acre. 

Lacey, Samuel S., Marshall — One sample each of Tappahannock wheat and 
potato oats, the first twenty-five and the last fifty bushels to the acre. 

Lewis, Townsend, Marengo — One sample of Tappahannock wheat, forty 
bushels to the acre. 

Lunberg, W., Marengo — One sample of white oats, fifty bushels to the acre. 

McKay, R. and H., Marengo — One sample each of Tappahannock wheat, 
white dent and red dent corn ; the first thirty, and the two last from seventy - 
five to one hundred and twenty bushels to the acre. 

Radford, William, Marshall — One sample each of English oats and China 
peach beans, — the first fifty to sixty, and the last twenty bushels to the acre ; 
twenty-two samples of Infantado wool, fleeces 10-J months growth, — a good 
display of fine wool. 

Robinson, J. A., Leroy — One sample each of white Shonen oats and marrow 
beans, — the first eighty and the last twenty-five bushels to the acre. 

Robinson, J. W., Leroy — One sample each of early smut-nose or red-blaze 
corn (eighty to one hundred and twenty bushels to the acre), butternuts and 
blackwalnuts. 

Southwell, Charles E., Marshall — Seven samples of very fine Spanish Merino 
wool. 

Stolph, William, Newton — One sample each of silver-hulled buckwheat, white 
winter rye, and early eight-rowed barley, — the first forty, the second sixty-four, 
and the last one hundred to one hundred and forty bushels to the acre. 

Van Vleet, James, Convis — One sample of Deihl wheat, thirty bushels to 
the acre. 

Woolsey, George, Marshall — One sample of yellow dent corn, one hundred 
bushels to the acre. 

CASS COUKTY. 

Farmers' Club, Volinia: Buel, 13. G-. — One sample of marrowfat beans. 
Eaton, W. J. — One sample each of Deihl wheat, yellow dent corn, Timothy 
and Hungarian grass seed. Huyck, x\bijah — One sample of Deihl wheat. 
Nigh, Oliver — One sample of white Schonen oats. Huyck — One sample of 
Deihl wheat. Rogers, H. S. — One sample of Deihl wheat; one sample of rye 
in the straw 5 feet 10 inches high ; one sample of osier willow 7 feet long ; 
three fine samples of Deihl wheat in the straw 4 feet high ; one sample of red 
clover 4 feet high ; one sample of red wheat in the straw ; one sample of Tim- 
othy grass ; three samples of Clawson wheat in the straw 4 feet 8 inches high ; 
one sample each of Shoemaker wheat ears, blue stem wheat ears, and Deihl 
wheat ears. 

High, Oliver — One sample potato oats. 

Shanahan. E., Edwardsburg — One sample Salmon corn. 

Smith, Amos, Vandalia — One barrel of corn and oats. 



58 MICHIGAN AND THE CENTENNIAL. 

CHARLEVOIX COUNTY. 

Miller, Hugh, Charlevoix — One sample each of marrowfat beans and Medi- 
terranean wheat. Collected by G-. B. & I. E. E. Co. Land Department. 

CLINTON COUNTY. 

Andrews, William H., St. Johns — Six samples of Spanish Merino wool, 
fleeces ranging from 12 lbs. to 20^ lbs. 

Clawson, H. S., Bath — One sample of Clawson wheat, 35 bushels to the 
acre. 

Near, W. F., Bath — Two samples of Deihl wheat and twelve ears of dent 
corn. 

Potter, Beattie & Co., Ovid — One sample of Deihl wheat, 35 bushels to the 
acre. 

Valentine, J. A., Ovid — One sample each of early Washington and Eed 
Kidney beans. 

EMMET COUNTY. 

Convent farm, LaCrosse village — Two samples of two and four-rowed barley 
in the ear. Two samples of wheat in the ear. Two samples of Surprise oats. 
All excellent samples. 

Henika, C. B., Petoskey — One sample of rye. 

GENESEE COUNTY. 

Collins Brothers, Grand Blanc — Three samples of wool from Merino bucks; 
weight of fleeces, from 14J lbs. to 19f lbs ; very fine wool. 

Dewey & Thompson, Flint — Nine samples of wool from Merino ewes, 
fleeces from 14-| lbs. to 16 lbs. 9 oz. ; three samples of wool from bucks, weight 
of fleeces from 14f lbs. to 19£ lbs. 

Jerome, J. 0., Flint — One sample of buckwheat. 

Tyler & Hill, Atlas — Three samples of Spanish Merino wool. 

GRAND TRAVERSE COUNTY. 

Cronkhite, Samuel, Traverse City — One sample each of English, Probster, 
and Swedish oats, and of white Soules wheat; collected by the land department 
of the G. E. & I. E. E. Co. 

Manville, G., Traverse City — One sample of Waterloo Oats. 

Peninsula Farmers' Club — Two samples of Soule's wheat. 

Eamsdell, J. G,, Traverse City — One sample each of Tappahannock, Arnaut- 
ka, and Deihl wheat, of buckwheat, of Suprise oats, Scotch barley, caseknife, 
and black wax beans. 

HILLSDALE COUNTY. 

Brown, Allen — One sample of oats on straw, 4 feet 7 inches in length. 

Chapman, II. B., Eeading — One sample of Clawson wheat in the straw, 4 
feet 11 inches high, yielded thirty bushels to the acre last season; one sample 
each of clover and timothy grass, excellent ; one sample of Climax oats, prime 
quality. 

Fitzsimmons, A. M. E., Eeading — One sample of oats in straw, four feet 
high, very heavy; one sample of timothy grass, 5 feet 7 inches high. 

Fogg, Eichard, Jonesville — One sample each of mammoth sweet corn and 
Deihl wheat. 






NAMES OF EXHIBITOES AND AKTICLES EXHIBITED. 59 

Halloway, F. M., One sample eacli of Deihl wheat, yellow dent and mam- 
moth sweet corn. 

Proudly, Charles, Jonesville — One sample of Cots wold wool, 1GJ inches long, 
yery fine. 

Bobbins, Thomas, Church Corners — One sample of timothy grass, 4| feet 
high. 

Stickler, J., Cambria — One sample each of Bearded and Climax wheat, and 
of oats in the straw. 

Williams, J. S., Wheatlaud — One sample of Clawson wheat ; one handsome 
block of blackwalnut wood. 

INGHAM COUNTY. 

Agricultural College — Display of 99 varieties of Michigan grasses, neatly la- 
beled, collected by Prof. Beal; 1115 samples of wood, collected by Prof. Beal, 
illustrating Michigan forests; catalogue of forestry and grasses, with essay on 
" The Forests," by Prof . Beal; one sample each of beechnuts, acorns, Ken- 
tucky coffee-tree seed, chestnuts, and pop-corn. 

Cochrane, Samuel, Onondaga — One sample of Deihl wheat. 

Cory, James, Mason — One sample of Dutton corn. 

Northrup, £., Mason — One sample each of Surprise oats and Hungarian 
grass-seed. 

Howe, Allen, Mason — One sample of Fultz red wheat. 

Wood, Amos, Mason — One sample of yellow Scotch oats. 

IONIA COUNTY. 

Bates, W. S., Ionia — One sample of white oats weighing 36 lbs. to the bushel. 

Crane, Joseph D., Boston — One sample of common white oats. 

Curtis, J. W., Otisco — One sample of Deihl wheat. 

Dickinson, John, Ionia — One sample of Clawson wheat in the ear. 

Fuller, Joseph W., Ionia — One sample of timothy grass 5 feet high. 

Jones, F., Ionia — One sample of Clawson wheat. 

Sessions, Alonzo — One sample each of white oats in the straw, timothy 
grass, red top grass, and several other grasses not named, Clawson wheat in the 
sheaf 4- ft. 2 in. high, another 34- in., ears red, Deihl, and Clawson wheat. 

Tibbets, J., Boston — One sample of oats in straw 5 ft. 3 in* high, and one of 
Clawson wheat in the sheaf. 

JACKSON COUNTY. 

Anhemhon, John, Waterloo — Seven samples of Merino wool. 

Barry & Bingham, Jackson — One box, one-half bushel of navy beans, and 
one of yellow pea-beans, both producing 25 bushels to the acre on sandy land. 

Shoemaker, M. — Two bushels extra white winter wheat . ; two bushels of 
white oats of fine quality. 

KALAMAZOO COUNTY. 

Allyu, Eufus — Four samples of Merino wool, from 8 lbs. to 124 lbs. to the 
fleece. 

Armstrong, N. J., Schoolcraft — One bushel of seedling, hybrid wheat, with 
description of hybridizing process as follows: In 1871 Mr. Armstrong selected 
the largest head of Deihl wheat he could find, and which had just made its ap- 
pearance. As soon as the blossoms appeared he stripped them off, and when 
the kernels were in a proper condition to receive the pollen, which is when they 



GO MICHIGAN AND THE CENTENNIAL. 

have a moist, warm appearance, he selected a head of Treadwell wheat fully de- 
veloped, the blossoms of which had a fine white powder adhering to them, 
which is the fertilizing dust. He then fertilized the head of Deihl wheat grain 
by grain with the pollen of the Treadwell, using up several ears in the process. 
The moisure of the Deihl kernel absorbed the pollen in a very short time. Mr. 
Armstrong describes the process as requiring great care to avoid injuring the 
embryo kernel, which at this time is very tender. The kernel being covered 
with chaff, it is necessary to get the pollen down to it without injury to the 
kernel. It is an exceedingly delicate operation. Mr. Armstrong sowed the 
wheat from the hybridized head in the fall of the same year, and every kernel 
that grew produced a different kind of wheat. Some of the plants thus raised 
were remarkable for the size of head and plumpness of kernel, greatly superior 
to either the Treadwell or the Deihl. All the other plants produced inferior 
wheat to either parents, and were rejected. Of the four varieties saved, one 
had 18, another 14, a third 18, and the fourth 21 heads from one stool. No. 
1 was a bald variety with white chaff, heads resembling those of Deihl, but 
double the length and larger at the top than bottom, increasing gradually in 
size all the way up, something the shape of a ball-club ; No. 2 same as No. 1, 
but bearded ; No. 3 extremely large heads, red chaff resembling the Treadwell 
in shape, and without beard ; berries large and some running as high as 130 
kernels. No. 4, heads running from 5 to 8 inches ; bald, some ears running up 
to 143 kernels. Of these varieties, only No. 4 has been preserved from the vicis- 
situdes of hard winters, chickens and cattle, and of this, 30 bushels have been 
raised from half an acre sowed with half bushel of seed. This last mentioned 
fact is vouched for by Geo. L. Stewart, J. Walker, Orra Andrus, Chas. Mc- 
Gurk, Ebenezer Pike, and Albert Smith, who certify that they assisted in the 
threshing of the wheat. 

Arwinc, E., Schoolcraft — One sample of amber wheat; one sample of same 
in the ear. 

Bair, William, Vicksburg — Several fine samples of wheat, and one each of 
timothy and clover ; two samples of oats and three of beans. 

Birdsell, Isaac, Texas (postoffice Matawan, Van Buren county) — One bushel 
of bearded Treadwell wheat, and one of Bald Treadwell. 

Boardman, II., Schoolcraft — One bundle of Deihl wheat in the straw. 

Brown, E. L., Schoolcraft — One sample of white amber wheat, 25 bushels 
to the acre. 

Cobb, Mrs. AV. II., Portage — One sample of Lima beans, very good. 

Crooks, William, Kalamazoo — One bushel of Clawson wheat. 

Frakes, Joseph, Schoolcraft — One sample Khineheart corn, 50 bushels to the 
■acre. 

Jenkinson, William, Kalamazoo — One sample of Treadwell wheat. 

Jones, L. A., Texas — Four samples of Merino wool, fleeces 9 lbs. to 18 lbs. 

Judson, AVillis, Schoolcraft — One sample of golden medal wheat. 

Morton, 0. P., Matawan — Eight samples of Spanish Merino wool. 

Paine, Daniel, Oshtomo — Eight samples Spanish Merino wool. 

llenney, W., Oshtemo — Three samples Spanish Merino wool; weight of 
llceces, 18$ lbs. to 19} lbs. 

Eix, D. R., Oshtemo — Three samples of Spanish Merino wool; weight of 
fleeces, 20 lbs. 

Smith, Alex., Pavillion — One sample of Deihl wheat, 25 bushels to the 
acre. 






NAMES OF EXHIBITORS AND ARTICLES EXHIBITED. Gl 

KENT COUNTY. 

Baily, S. S., Grand Rapids — One sample each of spring rye, rye in straw, 
redtop grass (4 feet 7 inches high), bine joint grass (5 feet 6 inches high), 
timothy grass (5 feet 3 inches high) ; also two other samples of timothy grass, 
very fine. 

Fralick, Henry, Grand Rapids — One sample of timothy grass 5 feet high. 

Friend, E. P., East Paris — One sample each of pure, granulated maple 
sugar, maple syrup, white oats, and white field beans. 

Fuller, S. L., Grand Rapids — One sample of timothy grass, 4 feet ? inches 
high. 

Godfrey Brother & White, Grand Rapids — One sample of Hour plaster or 
stucco. 

Green, H., Grattan — One sample of California beans. 

Whalen, Michael — One sample of Deihl wheat. 

LAKE COUNTY. 

Saunders, Henry — One sample of Deihl wheat. 
Woodruff, Alonzo — One sample of Deihl wheat. 

Both the above samples collected bv the Land Department G. R. & I. R. R. 
Co. 

LIVINGSTON COUNTY. 

Abbot, George, Unadilla — One sample of Tread well wheat. 

Grayford, Wheeler, Unadilla — One sample of Clawson wheat. 

Linderman, John, Unadilla — One sample of Amber wheat. 

Marshall, John, Unadilla — Seven samples of grade Merino wool. 

Merithew, Edwin B., Oceola — One sample each of Lincoln wheat, six-rowed 
barley, four-rowed barley, common and white Poland oats, grey buckwheat, 
June clover seed, early white beans in pods and on stalk, and twelve ears of 
dent corn, red, yellow and glazed. 

Watson, L., Unadilla — One sample of Lincoln wheat. 

, Howell — One sample of white Poland Oats. 

LENAWEE COUNTY. 

Blackmail, E. T., Dover — One sample of Surprise oats. 

Curtis, George H., Rome — One sample of Potato oats. 

Farmers' Fruit Preserving Co., Palmyra, S. B. Mann, Secretary — One sam- 
ple each of dried Belmont apples, cherries, currants, raspberries, Trophy 
tomatoes, Stowell's evergreen corn, cabbage, and string beans. 

Hubbard, Charles, Adrian — One sample of Marrowfat beans. 

Mann, S. B., Adrian — One sample Clawson wheat. 

Medick & Stone, Adrian — One sample Clawson wheat. 

MACOMB COUNTY. 

Briggs, A. J., Whiteford — One sample of yellow dent corn, 100 bushels to 
the acre. 

Gathed, Joseph, Memphis — One sample of four-rowed barley. 

McKay, John, Armada — Twelve samples of thoroughbred and seven sam- 
ples of grade Merino wool, fleeces weighing from 7 lbs. to 29 lbs. each, fiber 5 
inches long. These are extra good samples of fine and delaine wools. 

McKay, William B., Bedford — One sample each of yellow dent and Calico 
corn, Mediterranean wheat. 



62 MICHIGAN AND THE CENTENNIAL. 

Schell, Paul, Memphis — One sample of Wild Goose spring wheat. 

Stead, John, TJtica — Three samples of Merino wool. 

Stephens, James, Komeo — Twenty-two samples of grade Merino wool, free 
from grease and gum. "Weight from 4 to 8 ft>s. to the fleece. 

Sutherland, B., Memphis — One sample each of Treadwell wheat, White 
Flint, Mixed Dent, Purple Sweet, Evergreen Sweet, Yellow eight-rowed, Silver 
Lace and Rice pop-corn, Crown, White Marrowfat and Black-eyed Marrowfat 
peas, Lima pole, Purple Wax and common field beans. 

MARQUETTE COUNTY. 

Hall, E. R., Marquette — One sample of oats in the straw 6 feet 2£ inches 
long. 

MASON COUNTY. 

Bennett, W. A., Mason — One sample of Strawberry dent corn. 

MECOSTA COUNTY. 

McCabe, Jno. F. — One sample of buckwheat, collected by the Land Depart- 
ment of the G. R. & I. R. R. Co. 

MONEOE COUNTY. 

Bruckner, George, Monroe — One sample of white Shonon oats. 

Briggs, A. J., Whiteford — One sample of Probstier oats. 

Brown, Victor — One sample each of yellow dent corn, Mediterranean wheat, 
and black walnuts. 

Candee, C. M., Whiteford — One sample common field beans. 

Conant, H. A., Ho-Wo-Mo Farm — One sample each of Champion of Eng- 
land peas, Early Washington and German Wax beans. 

Davenport, J. M., Monroe — One sample each of grey skin buckwheat, Hun- 
garian grass seed and Alsike clover seed. 

Diedrich Vineyard, Monroe — Case of Delaware, Concord, Norton's Va., 
Seeding and Catawba wine. 

Hachett, Walter, Monroe — One sample of Probstier oats. 

Harvey, E. C, Monroe — One sample each of black Norway oats and Stow- 
ell sweet corn. 

Hathison, E. G., Frenchtown — One sample of early Washington beans. 

Hendergrath, Cobert, Monroe — One sample of Marrowfat beans, 28 bushels 
to the acre. 

King, George, Raisinville — One sample each of Wick's wheat and white dent 
corn. 

Laner, Joseph, Monroe — One sample of Black Norway oats. 

Loose, J. M., Monroe — One sample each of black-eyed marrowfat and white 
marrowfat peas. 

Noble, N. A., Monroe — One sample of clover seed. 

Pointe aux Peaux Wine Co., Monroe — Case of Concord and Delaware wine. 

Russell, James, Monroe — One sample of Treadwell wheat. 

Simons, J. J., Bedford — One sample of white Probstier oats. 

Slick, H., Bedford — One sample of red chaff wheat. 

Sumner, E., Monroe — One sample each of hazel, hickory, and black wal- 
nuts. 

Warren, Cyrus, Whiteford — One sample of white wheat. 






XAMES OF EXHIBITORS AND ARTICLES EXHIBITED. 63 

Waldorf, F., Monroe — Two samples of amber wheat, white and red, and one 
of spring rye. 

Whiting, I. P., Whiteford — One sample of spring wheat. 
Wilcox, F. M., Carleton — One package of scale boards. 

MOXTCALM COUXTY. 

Ecknor, E. — One sample mixed corn. 

Lincoln, L. C, Greenville — One sample each of amber, Deihl, and Wick's 
wheat ; six-rowed barley, California beans, yellow and white flint corn. 

Lincoln, William, Greenville — One sample each of Wicks' wheat and six- 
rowed barley. 

XEWAYGO COUNTY. 

Ainsley, B., Esterly — Two samples of Soule wheat. 

OAKLAXD COUNTY. 

Allen, D. B., Fourtown — One sample of Silver Hull buckwheat, 20 bushels 
to the acre. 

Cate, Lyman, breeder of American and imported sheep — Thirty-two samples 
of Spanish Merino wool. Fleeces from 12 to 3 of lbs. 

Carlisle, Fred, Pontiac — Ten samples of wool from Carlisle's flock of South- 
down ewes, imported by Hon. H. W. Lord in 1866. The entire flock consists 
of 86 ewes and 4 bucks. Average weight of ewes, each carcass 118 lbs., and of 
fleeces, 5f lbs. 

Crue, Peter, Straits Lake — One sample of barley oats, 45 bushels to the acre. 

Cuthbertson, Eobert S. — One sample of White Eose wheat, 26 bushels to the 
acre. 

Davis, J. C, Davisburg — Box of corundum or diamond polish. 

Dow, Peter, Orchard Lake — Two samples Lincoln wheat, 24 and 25 bushels 
to the acre, and one of golden chaff corn 75 bushels to the acre. 

Fisher, Williams, Pontiac — Two samples of grade Merino and one of grade 
Leicester wool. 

Freeman, Charles, Pontiac — One sample marrowfat beans. 

German, John, West Bloomfield — One sample of Treadwell wheat, 30 bush- 
els to the acre. 

Gillet & Hall, P. 0. Detroit — One sample each of extra white milling wheat 
and White Eose wheat. 

Green & Taylor, Pontiac — Two samples of combing wools, 15f inches long, 
and four samples of grade Leicester wool. 

Greyley, Joseph, Pontiac — One sample of wool of Leicester ewe two years 
old, fleece 12 lbs., fiber 17 inches long; three samples of Leicester yearlings, 
10-lb. to 14-Hb. fleeces. 

Lessiter, John, Orion — Seven samples combing wools, grade Leicester. 

Paddock, Alfred, Commerce — One sample of W^hite Eose wheat, 30 bushels 
to the acre. 

Phelps, Edwin, Pontiac — One sample each of ring corn, Deihl and buck- 
wheat. 

Eaymond & Hibbard, Detroit — One sample of navy beans. 

Stout, Wilber, Troy — One sample each of Irish oats, and two and six-rowed 
barley. 

Taylor, J. Elliot, Pontiac — One sample of rye in the straw, 6 feet 10 inches 
lonsr, without the roots. 



64 



MICHIGAN AND THE CENTENNIAL. 



OCEANA COUNTY. 

Axford, Frank, Shelby — Seven samples Merino wool. 
Law, Thomas, Shelby — One sample of Deihl wheat. 

Miller, Clark, Washington — Nine samples of grade Merino wool, and one of 
unwashed grade Merino. 
Moore, Benjamin, Shelby — One sample of timothy seed. 
Phillips, Bruce, Shelby — Two samples Leicester and Cotswold wool. 
Piersall, Allen — Eight samples of grade Merino wool. 



Seed, J. H., Hart- 
Sine tsen, George, - 



-One sample of Clawson wheat, 32 bushels to the acre. 
-Eight samples of grade Merino wool. 



Youngs & Wilcox, Shelby — Six samples of Delaine wools. 



OTTAWA COUNTY. 



Cutler & Savidge, Spring Lake — Three planks, 4x48 inches, 3x44 inches, 
and 3x38 inches, 12 feet long, pine. One three foot section of the same tree 
66 inches in diameter, sawed at their mill at Spring Lake, where they saw 
30,000,000 feet a vear. 



KOSCOMMON COUNTY. 



Bennett & Brothers — Specimen of Michigan deer, stuffed, foreparts, 
mounted on bracket, valued at $200. 



Well 



ST. CLAIR COUNTY. 



Beach, L., Port Huron — Sassafras board, 8x12. 

Gibbons, Joseph, Grant — One sample of four-rowed barley in the straw 4 
feet 2 inches high; ear 8J inches long and well filled. Sowed May 16, 1876, 
and reaped July 20. Hard clay land. 

Grange No. 480, Port Huron — One board sassafras 13 inches wide. 



ST. JOSEPH COUNTY. 

Cook, Carlos — One sample of grade Merino wool. 

Dougherty, R. — Fifteen fine samples of Spanish Merino wool. Fleeces rang- 
ing from 13 to 24 ft>s. each. Fiber 4 inches long. 

Evans, F. B., Constantine — Two very fine samples of Spanish Merino wool. 

Feldhouse, Benjamin, White Pigeon — Two samples of Leicester and Cots- 
wold wool; fleeces 10 and 13 lbs. One sample from Leicester back; fleece 11 
lbs. ; fiber 12 inches long. 

Gardener, J. H., Centreville — One sample each of red and white amber and 
Deihl wheat. One bottle each of pepper and spearmint and tansy oil. 

Good, Andrew — One sample of early May wheat. 

Griffith, Robt. S. — Three samples of red amber wheat. 

Hangley, William B., Centerville — One sample each of yellow dent corn, 
Lincoln and Deihl wheat, and English Somerset oats. 

Pashby, John, Florence — Three samples of grade Leicester wool ; fleece 9| 
to 10 pounds. 

Taft, Seth, Mendon — One sample of early May wheat, cut July oth, 5 inches 
from the ground ; stem 4 feet 4 inches high. 

Wiley, D., Mottville — Three samples of very fine grade Merino wool ; fleeces 
from 5 to 8 pounds ; ewes. 



Wolf Brothers & Keech, Centerville — A handsome 



glass case of essential 



NAMES OF EXHIBITORS AND ARTICLES EXHIBITED. 65 

oils, pennyroyal, spear and peppermint, wormwood and tansy; one bottle of 
each. 

Todd, A. M., Nottawa — A neat case containing bottles of the oil of pepper- 
mint and a dish of peppermint lozenges, with a statement that one pound of 
the oil is sufficient to flavor 300 pounds of the lozenges. 

SAKILAC COUNTY. 

Atkinson, John, Worth — One sample each of early fallow oats, and white 
excelsior winter wheat, Leicester and CotsAvold wool. 

Ames, A. K., Washington — Two samples of grade wool. 

Avery, Daniel S., Worth — One sample each of Tread well wheat in the 
straw, 5 feet high, and crown field peas ; a beautiful sheaf of barley. 

Avery, Orrin, Lexington — Two samples of Leicester and Cotswold wool. 

Barnes, Daniel, Worth — Two samples. Leicester and Cotswold wools, fiber 12 
inches long. 

Beedon, James, Lexington — One sample of Leicester wool. 

Rehm, Christian, Lexington — One sample of red chaff wheat, 32 bushels to 
the acre. 

Blake, Daniel, Lexington — Two samples of Leicester wool, fiber five inches 
long ; one sample of barley, ears eight inches long ; one sheaf of China tea 
spring wheat. 

Brown, Morris, Lexington — Sheaf of Somerset oats five feet high. 

Calkins, Hiram, Worth — One sample of bald barley, 40 bushels to the acre. 

Clark, A. M., Lexington — Two samples Leicester and Cotswold wool ; fiber 
14 inches long. 

Carsant, C, Lexington — Six samples of Lincoln and Leicester wool ; fiber 
10 inches long. 

Cudney, Hiram — Two samples of Leicester and Cotswold wool, 1GJ inches 
in length. 

Denison, C. — One sample of millet. 

Dickson, S., Sanilac — Samples of wool. 

Fenton, Hugh, Worth — One sample each of spring bearded wheat and white 
Schonen oats in the ear. 

Tockler, Henry, Worth — One sample of red clover seed. 

Gordon, Edward, Worth — One sample each of spring Fife and Treadwell 
wheat and golden vine peas ; 30 bushels to the acre. 

Huckins, Israel, Lexington — One sample each of white Schonen oats, Eng- 
lish two-rowed barley, Alsike clover seed, white cranberry beans, timothy grass 
and white Shonen oats in straw, 4| feet high. 

Hurley, Joel, Washington — Two samples of Leicester and Cotswold wool. 

Jackman, M. Worth — One sample spring Fife wheat. 

Kerr, John, Sanilac — One sample of Lincoln and Leicester wool. 

Lucia, Ira, Lexington — One sample of New Zealand oats 5 feet high. 

Lynn, Archibald, Lexington — One sample of wool from yearling Leicester 
buck, 15 pound fleece ; fiber 13 inches long. 

London, J. H. — Two samples of wool. 

McLaughlin, Hector, Lexington — One sample of multiplier peas, 30 bushels 
to the acre. 

McNaughton, Daniel — Four very good samples of Leicester and Cotswold 
wool. 

Mason, Jno., Lexington — One sample of Leicester wool 11 inches long. 
9 



66 



MICHIGAN AND THE CENTENNIAL. 



May, Henry — One sample each of white marrowfat field peas and silver skin 
buckwheat. 

Maynard, T., Bridghampton — One sample of barley in straw, 4 feet 4 inches 
high. 

Miller, Eleazer, Bridghampton — One sample each of Kio Grand spring wheat 
in straw ; straight oats 4 feet 8 inches, mane oats in straw, and Black-eyed 
Susan peas on vine. 

Moore, 0. B., Lexington — One sample each of Treadwell wheat, four-rowed 
barley, and early blue peas. 

Montgomery, Henry, Lexington — Two samples of grade wool. 

Nirns, William R., Lexington — One sample each of white cranberry beans, 
and millet in the ear. 

Norman, Jno. W., Lexington — A fine collection of agricultural products of 
Sanilac county, as shown by this list. The largest sent from any county in 
the State. 

Petrick, Charles, Lexington — One sample of Cotswold wool, 12-J- inches in 
length. 

Kagin, Kussell, Sanilac — Five samples Leicester and Cotswold wood. 

Sheldon, John, Lexington — Two samples of Leicester and Cotswold wool. 

Swaartz, Peter, Lexington — Two samples Leicester and Cotswold wool. 

Terry, Alexander, Worth — One sample of red chaff wheat, in the straw. 

Vannest, B., Lexington — Two samples of Leicester wool 11 inches long. 

Westfall, Joseph — Samples of Leicester and Cotswold wool. 

Willis, Mark — One sample of Leicester wool 12 inches long. 

Wixson, Willard, Lexington — Two samples Leicester and Cotswold wool, 10 
inches long. 

SHIAWASSEE COUNTY. 

Burlingame & Mulick, Burns — Twenty- five samples of Spanish Merino 
wool, average weight of fleece 10 lbs. ; one sample from yearling ewes, fleece 
18-J- lbs. ; one from a breeding ewe, 10-J lbs. fleece ; one from a breeding ewe 
12£ lbs. in 10 months and 20 days growth ; one from a yearling buck 1?£ lbs. 
fleece. 

Crome & Jackson, Burns — Three samples of Merino wool from ewes' fleeces, 
from 7 to 9 lbs. 

Dewey, , Owosso — Elegant specimen of a deer stuffed and mounted. 

Earle, P. M. — Three samples of Merino wool, — one from a 3-year old ram 24 
lbs. fleece, one from a 1-year old ewe 9£ lbs. fleece, and one from a 4-year old 
ewe 10 lbs. fleece. 

Elton, Hiram — Five samples of good combing wool. 

Morse, C, Burns — One sample of very long fine wool from a breeding ewe. 

Phillips, 1ST. G-. — Seven samples of wool from half and three-quarter blood 
Paular, washed wools ; very tine samples. 

Richards, Frank, Burns — Three samples of Merino wool. 

Snyder, John — Variety of 26 samples of carding wools, 12 inches long, — 
Cotswold and Leicester. 

Snyder, Orston — Three samples of Merino wool, very good. 

Warren & Son — Five samples of Merino Wool. 






NAMES OF EXHIBITORS AND ARTICLES EXHIBITED. 67 

TUSCOLA COUNTY. 

Green, Thomas, Vassar — One sample of Deihl wheat. 

North & Sheldon — Two samples of Ootswold and Leicester wools. 

VAN BUREN" COUNTY. 

Barker, J. H., Lawrence — One sample each of white dent, red nose flint corn 
and of white marrowfat beans. 

Barnham, Frank, Paw Paw — One sample of Centennial wheat ; a new vari- 
ety. Ears 5 inches long; fair sample. 

Burnett, John, Paw Paw — One sample each of Deihl wheat and English black 
oats. 

Buskirk, Samuel — One sample of oats in straw, five feet high. 

Cadwell, 0., Decatur — Eour samples of delaine wool. 

Clark, Rorbert, Almena — Three samples of grade Merino wool. 

Consollus, Samuel, Paw Paw — Three samples of Clawson wheat; two in the 
straw, 4 feet 10 inches high. 

Gould, J. C, Paw Paw — One sample each of hulless oats, 40 bushels to the 
acre, and of buckwheat. 

Gregory, A. J., Keeler — One sample of Deihl wheat, 40 bushels to the acre. 

Hayden, A. W., Decatur — One sample of Deihl wheat. 

Hymes, Benjamin — One sample each of common red clover 3 feet 4 inches 
high, and of millet in straw 7 feet high, and ears 12 inches long. 

Lyle, John, Paw Paw — One sample of yellow dent corn, 70 bushel, shelled, 
to the acre. 

Mallery, S. H., Decatur — One sample each of white and surprise oats. 

Marklie, William, Almena — Twelve samples Leicester wool, fleeces averag- 
ing 6£ lbs. each. 

Merriman, Marcus — One sample of yellow 8 rowed corn, 75 bushels, shelled, 
to the acre. 

Mitchelson, Charles, Paw Paw — One sample of buckwheat. 

Moon, Horace — One jar of sorghum syrup. 

Nesbit, Robt., Decatur — Two blackwalnut boards, 1£ thick, 4 feet wide. 

Place, Howland, Lawrence — One sample timothy grass, 5 feet 7 inches high. 

Powers, William, Decatur — Eight samples delaine wool. 

Rawson, C. P., Paw Paw — Fifteen samples Merino wool. 

Richards, Chandler, Paw Paw — Four samples grade Merino wool ; fiber 5£ 
inches ; weight of fleece 6 lbs. 

Rosevelt, John, Keeler — One sample each of Soules wheat ; six-rowed barley, 
40 bushels to the acre; mammoth clover seed, 5 bushels to the acre; several 
samples of dent corn and timothy seed of very fine quality. 

Smith, John, Decatur — Two samples of barley, and one each of winter rye, 
spring rye, buckwheat, and Hungarian grass and clover seed. 

Threadgould, Thomas — One sample each of Deihl wheat, 37 bushels to the 
acre; white winter wheat, 37 bushels to the acre; and of Norway oats, 65 
bushels to the acre. 

Tuttle, Lyman, Paw Paw — Three samples of grade Merino wool, fleeces from 
9 to 19 lbs. 

Warner, Oliver, Paw Paw — Sixteen samples of crossed Leicester and Spanish 
Merino, fiber 8 inches long. 

Welch, E. B., Paw Paw — Nine samples Spanish Merino wool, 11 months' 
growth ; average weight of fleece 9 lbs. 4 oz. 



68 MICHIGAN- AND THE CENTENNIAL. 

Woodman, D., Paw Paw — One sample each of Treadwell and white amber 
wheat, Scotch and four-rowed barley, Tuscarora, Khinehart and early Canada 
corn, Surprise and white Probster oats, Spring Eye and Navy beans, sheaves of 
blue-joint and timothy grass, 5 feet inches high; barley, 4 feet 2 inches; 
Surprise oats, 5 feet ; Clawson wheat, 5 feet high ; common white oats, 4 feet 
6 inches, and spring and winter rye, 5 feet 3 inches high. Beautiful samples. 
Twelve ears each of yellow and white dent, yellow flint, smut-nose, and white 
corn ; one sack of marrowfat and one of Medina beans ; one sack each of yel- 
low and white dent, smut-nose, flint, and yellow dent corn and clover seed. 
Beautiful specimens of white, amber, bearded and bald Treadwell, Deihl, 
Spring, Soules, Mediterranean, and Kentucky May wheat in the ear. 

Woodman, J. H. — Fine sample of Merino wool in box, from a two-year old 
buck, — weight of fleece 16J lbs, fiber 3-J- inches long. 

Woodman, J. J., Paw Paw — Two samples wool from Spanish Merino bucks, 
one fleece 16-J and the other 18 J lbs. ; fourteen samples from yearling ewes, 
delaine wool, — fleeces 6£ to 10-J- lbs. 

Woodman, L. K., Paw Paw — One sample each of coffee and garbanzos peas. 

WASHTENAW COUNTY. 

-, Augusta — One sample marrowfat beans, 35 bushels to the acre. 



Hill, James M., Scio, Ann Arbor — One sample white winter rye. 

Meager, Chas., Ypsilanti — One sample of large white beans. 

Prout, M. T., Manchester — One sample of white oats. 

Eaymond & Hibbard, Detroit — One sample medium white beans, grown in 
Washtenaw county. 

Kooke, John, Ypsilanti — One sample each of Clawson and Tappahannock 
wheat. 

Bull, John, Manchester — One bushel Clawson wheat, weighing 6G lbs. to the 
bushel, thirty-five bushels to the acre. 

WAYNE COUNTY. 

Bagley, J. J., Detroit — Twenty fine samples of Merino and Liecester wool ; 
thirty eight samples Merino wool ; sheaf of timothy 5 feet 7 -J- inches high, ears 
9 inches long. 

Beeson, Jacob, Detroit — A case displaying ample samples of the grades of 
Michigan wheat, oats and barley, according to the standard established by 
the Detroit Board of Trade. A Medal was awarded Mr. Beeson for this excel- 
lent exhibition. 

Gillett & Hall, Detroit — Collection of wheat from Allegan, Hillsdale, Lapeer, 
Kent and other counties; also, fancy white wheat; white wheat, Detroit 
standard ; extra white wheat, Detroit standard ; buckwheat, and Surprise oats. 

Hanford, H. 0., Canton — One sample each of spring and winter wheat, 
white and black oats, beans and clover seed. 

Hurd, H., Plymouth — One sample each of Spring, Lincoln and Clawson 
wheat, kidney beans and surprise oats. 

McClumpha, E., Plymouth — One sample of Treadwell wheat, 35 bushels to 
the acre. 

Raymond & Hibbard — One sample each of Deihl wheat and marrowfat beans. 

Shearer, J., Plymouth — One sample Treadwell wheat. 

White, James, Canton — One sample of Surprise wheat. 

Carleton, M. E., Canton — One sample of white spring wheat. 



NAMES OF EXHIBITOKS AND ARTICLES EXHIBITED. 69 



WEXFORD COUNTY. 

Henry, William, Clam Lake — One sample each of white winter wheat and 
Deihl. 

Goldsmith, John — One sample each of spring and Deihl wheat and common 
field peas. 

All in this county collected by the Land Department of the G-. E. & I. K. E. 

COUNTIES NOT SPECIFIED. 

Cambreling, F. F. — One sample of Deihl wheat. 
Clayton, Col. — One sample of clover seed. 
Clark, H. H., Salem — One sample of Chilson oats. 
Cook, Alva — One sample of Deihl wheat, 30 bushels to the acre. 
Gates, Win. — One sample of white oats. 

McKay, E. & H. — One sample of Tappahannock wheat, 30 bushels to the 
acre. 



CATALOGUE OF NAMES OF EXHIBITORS TO POMOLOGICAL DEPART- 
MENT, CENTENNIAL EXHIBITION, PHILADELPHIA, 1876. 

Michigan State Pomological Society — Collection of all kinds hardy fruits ; 
continuous display. 

South Haven Pomological Society — Apples, pears, peaches, plums, grapes, 
and canned fruits. 

Lenawee Farmers' Club — Collection of apples. 

Peninsula Fanners' Club, Grand Traverse — Apples, pears, and plums. 

Kalamazoo County Agricultural Society — Apples, pears, plums, grapes, and 
vegetables. 

State Agricultural Society— Apples, pears, plums, grapes, vegetables, and 
grain. 

Wayne County Horticultural Society — Collection of apples. 

Grand River Valley Horticultural Society — General collection of fruit. 

Lake Shore Pomological Society, Grangers — Apples, pears, peaches, and 
grapes. 

George Parmelee, Old Mission — Pears and apples. 

Wm. Marshall, Old Mission — Pears and apples. 

H. E. Brinkman, Old Mission — Pears and apples. 

W. Tracy, Old Mission. 

C. Engle, Paw Paw — Peaches and grapes. 

D. W. Abrams, Paw Paw — Apples. 
J. E. Morse, Paw Paw — Apples. 
Geo. Gavit, Spring Arbor. 

E. S. Tasset, Sandstone. 
C. Harrington, Sandstone. 
Eobt. Bradford, Sandstone. 
Elijah Bemis, Sandstone. 
W. W. Douly, Jackson City. 
A. A. Bliss, Jackson City. 
H. Walter, Clarkston. 
Wm. G. Kirby, Clarkston. 

C. N. Davis, Kalamazoo — Apples. 



MICHIGAN AND THE CENTENNIAL. 

Emmoen Burle, Kalamazoo — Apples. 

J. Den Blyker, Kalamazoo — Apples, seedlings. 

E. H. Wheeler, Kalamazoo — Squash, Hubbard. 

Dr. Southard, Kalamazoo — Pears. 

P. C. Davis, Kalamazoo — Pears and Grapes. 

Bragg & Stevens, Kalamazoo. 

N. J. Strong, Kalamazoo. 

J. S. M. Grundy, Kalamazoo. 

N. T. Thurber, Fen ton. 

H. K. Abbott, Reading. 

H. B. Chapman, Reading — Apples. 

B. W. Steere, Adrian. 

A. Sigler, Adrian — Foreign grapes. 

Jno. Rosavelt, Keeler. 

Jno. Waterman, North ville. 

G. Wilson, Attop. 

N. & C. Chilson, Battle Creek — Apples, pears, and grapes. 

J. Brown, Battle Creek — Apples. 

N. Helling & Bro., Battle Creek — Apples. 

Chas. Men-it, Battle Creek — Apples. 

E. F. Gould, East Saginaw — Grapes. 

Thos. Wilder, Berlin — Apples. 

Wm. Rowe, Walker — Apples. 

E. P. Flandon, Galesburg — Apples. 

J. C. Blake, Galesburg — Apples. 

J. P. McNaughton, Galesburg — Apples and pears. 

H. I). Adams, Galesburg — Apples. 

R. Sherman, Elk Rapids — Apples. 

Hunter Savidge, Spring Lake — Grapes. 

W. G. Sinclair, Spring Lake — Apples, grapes, and peaches. 

M. Delano, Oxford — Apples. 

G. W. Brown, Lansing — Grapes. 

Miss M. J. C. Merrill, Lansing — Apples. 

E. J. Shirtz, Shelby — Apples and plums. 

Wm. Blair, Schoolcraft — Apples (seedlings). 

Wm. Judson, Schoolcraft. 

Geo. Hopkins, Detroit — Apples (seedlings). 

J. B. Bloss, Detroit — Apples. 

J. D. Adams, Climax — Apples. 

J. Q. Adams, Climax — Apples. 

A. W. Ingerson, Cooper — Apples. 

E. Bradfield, Ada — Grapes (36 varieties). 

H. Downs, Ada. 

A. Hamilton, Saugatuck — Peaches. 

J. M. Selarer, Coldwater — Apples. 

J. D. Fisk, Coldwater. 

J. H. Nye, Coldwater. 

Geo. Grummond, Coldwater. 

J. W. Humphrey, Plymouth — Apples. 

M. Collins, Springport — Apples. 

Sam'l Hoppin, Bangor — Apples and peaches (fine collection), 






NAMES OF EXHIBITORS AND ARTICLES EXHIBITED. 71 

G. W. Griffin, South Haven — Apples. 
H. E. Bidwell, South Haven — Apples. 

D. 0. Loved ay, South Haven. 
S. J. Perrin, South Haven. 
L. L. Lance, Ganges. 

Jno. Irwin, Buchanan — Apples. 

Judge Lawton, Lawton — Apples and grapes. 

Win. Jones, Lawton — Apples and grapes. 

Wm. Love, Lawton — Pears, peaches, grapes, and apples. 

E. Warner, Lawton. 
D. Spice, Lawton. 

D. W. Wiley, Douglas — Apples, pears, peaches, grapes. 

J. G. Ramsdell, Traverse City — Apples, grapes, and plums. 
H. W. Downey, Jackson — Collection of fruit. 

A. 0. Winchester, St. Joseph — Grapes and small fruits. 
John Whitelsey, St. Joseph. 

J. Cramer, St. Joseph. 
J. Shirtz, St. Joseph. 
N. E. Smith, Ionia — Apples. 
C. Harford, Ionia. 

B. W. Steer, Adrian. 
S. B. Mann, Adrian. 

Augustus Root, Flint — Collection of fruit for Genesee county. 

C. H. Rockwood, Elint — Collection of fruit for Genesee county. 

E. W. Biddler — Collection of fruit for Branch county. 

A. A. Olds, Decatur — Apples, pears, grapes. 
H. Daniels, Blackman. 

H. J. Crego, Liberty. 
Julius Church, Blackman. 
J. N. Peck, Henrietta. 
H. Wilson, Kinderhook. 

F. H. Otnaler, Kinderhook. 
F. H. Foster, Union City. 

E. E. Copeland, Mattison. 

F. Olds, Union City. 
Julia Shaw, Union City. 
J. Sheunemen, Batavia. 
Wm. R. Carr, Batavia. 

J. H. Lawrence, California. 

B. Hatheway, Little Prairie Rond. 
J. C. Blake, Comstock. 

S. S. Bailey, Grand Rapids. 
E. Byer, Bainbridge. 
H. G. Barnes, Lawrence. 
A. S. True, Three Rivers. 

0. P. Chidester. 

1. E. Ilgenfritz, Monroe — Pears. 

Caleb, Joe, Monroe — Winter fruit for spring exhibit. 

C. Compton, Monroe. 
J. Loose, Monroe. 

D. Ilgenfritz, Monroe. 



72 MICHIGAN AND THE CENTENNIAL. 

P. Fishbon, Monroe. 

E. Jose, Monroe. 

W. Bloodgood, Monroe. 

A. White, Monroe. 

C. Toll, Monroe. 

Reynolds, Lonis & Co., Monroe. 

<xeo. W. Bruckner, Monroe — Grapes. 

Henrietta Bruckner, Monroe — Grapes. 

E. H. Reynolds, Monroe. 

Levi Buck, Monroe. 

Thomas Emerson, Monroe. 

Wakeman Reynolds, Monroe. 

J. M. Davenport, Monroe. 

Okas. Atkinson — Monroe. 

Robert Henderskoft, Monroe. 

I. E. Ilgenfritz, Monroe. 

Catalogue of exhibits in Educational Department may be found in Rev. D. 
C. Jacokes' report, in anotker part of this volume. 

A large collection of reports, catalogues, and pamphlets have been distri- 
buted to the public libraries by the Board of Managers. The British catal- 
ogue is a work of considerable value. I secured the following for distribution 
from his Grace the Duke of Richmond, and Gordon K. G. Lord, President of 
her Britanic Majesty's Privy Council: One volume each to State Library; 
University, Ann Arbor; Agricultural College; State Normal School, Ypsil- 
anti ; State Public School, Cold water ; Public Library, Grand Rapids ; Public 
Library, Detroitt; Young Men's Library, Detroit; Public Library, East Sagi- 
naw ; Public Library, Bay City ; Public Library, Battle Creek ; Public Library, 
Adrian ; Public Library, Kalamazoo ; Public Library, Pontiac ; Public Library, 
Marquette; Public Library, Houghton; Detroit Scientific Society, Detroit. 

MACHINERY AND MANUFACTURERS 1 DEPARTMENT. 

EXHIBITORS. 

James Flowers & Brother, corner Brush and Woodbridge streets, Detroit, 
exhibited Elowers' patent stop valve, varying in size from one-half inch to 24 
inches in diameter ; also Flowers' patent duplex fire hydrant, Flowers' patent 
squaring machine ; Centennial lubricator, W. P. Stephenson's patent, manu- 
factured expressly by Flowers' Brothers. Two awards granted this firm. Have 
been 27 years in business, — gradually increasing, and now employ 75 men the 
whole year round ; are themselves thorough mechanics. The 42-inch and 50- 
inch valve, manufactured by them, the largest in this country. Ship their 
goods to all parts of the United States and Canada, and recently have shipped 
goods to Europe. The material used in their manufacturing mostly from 
Michigan resources. 

I. Karrer & Bro., No. 34 Monroe avenue, Detroit, exhibit leather and shoe 
findings, kip skins, calf skins, and harness leather, principally hemlock-tanned. 
These goods sent to eastern, southern, and western markets. Give employ- 
ment to 25 persons continuously ; handle 500 skins per week, with capital 
invested of $100,000. 

National Leather Co., No. 55 Woodward avenue, Detroit, exhibit calf and 



NAMES OF EXHIBITORS AND ARTICLES EXHIBITED. 73 

kip skins, harness and upper leather, lace leather, whip leather, robes or Alaska 
leather (calf and kip skins tanned with hair on). This company tan all kinds 
of hides and skins, oak or hemlock, under a patent process, which is said to 
make a superior quality of leather. They have a capacity of 1,500 hides per 
month, giving employment to 15 to 20 men. Their product goes to all parts 
of the United States and Canada. 

Michigan School Furniture Co., Northville, Wayne county, exhibited school 
furniture, for which an award was given them. They manufacture a superior 
article of school desk, using bolts in place of screws to fasten the wood to the 
iron frames, and a new devise for a hinge, using a double washer and both, 
rubber and iron stop, which makes a noiseless hinge, and combines all the latest 
improvements. They employ 30 workmen, using 250,000 feet hard wood, 
50,000 feet soft wood, and 200 tons iron per annum, with sales amounting to 
$50,000 a year, — sending goods to New England States, New York, Ohio, 
Indiana, etc. A valuable industry of the State. 

Gale Manfacturing Company, Albion, Mich, (medal, high order of merit, 
valuable improvements), exhibit: A Gale chilled plow and horse hay rake. 
The plows manufactured by this company possess peculiar features not possessed 
by other plows, viz. : a center draft beam, bringing the draft squarely against 
the resistance of the furrow, giving it steadiness and ease of management. 
The point is attached to the standard of the plow instead of the beam ; several 
important advantages are gained by this. Their works are one of the largest 
in the west. Their goods go to all extreme eastern, southern, and western 
markets. Give employment to 80 hands. Cash capital, $100,000. The plows 
manufactured for 187? are 12,000; of horse hay rake, 1,200, — using 1,500 
tons pig iron, 100 tons wrought iron, 30 tons malleable iron, 500 tons coal, 
400,000 feet lumber. Sales 1876 equal $180,000. 

Charles Toll, Monroe, exhibits sand, pure silica, — a superior article for man- 
ufacture of glass. Used at Detroit, Pittsburgh, Wheeling, Bellair, Steuben- 
ville, New York, and Canada for this purpose. Several thousand tons shipped 
annually. Is said to be superior to any sand for this use in this country. One 
of the important resources of Michigan. 

Battle Creek Machine Co., Battle Creek, Mich., exhibited Boult's shaping 
and edge moulding machine, Boult's surfacer, Boult's bracket, Boult's dove- 
tailing machines, and Boult's dimension saw. Medal awarded. Machines 
were sold to go into Scotland, Germany, Denmark, Netherlands, Japan, China, 
and South America, and different points in United States. 

Clough & Warren Organ Co., corner 6th and Congress sts., Detroit, Mich., 
exhibited Read Organs of various sizes. Were awarded diploma of honor and 
medal of highest merit. This company's factory has a frontage of 275 feet, is 
six stories high. They give employment to 150 skilled workmen, and turn out 
from 200 to 250 instruments per month, ranging in price from $50 to $2,000, 
and find a ready market. Their sales reach $250,000 per annum. 

Jacob Beller, No. 11 State street, Detroit, exhibited native wines, — Catawba, 
Concord, currant, and elderberry, — of vintage of 1870 and 1871. His wine 
vaults have a storage capacity of 30,000 gallons. 

Berkey & Gay Furniture Co., Grand Rapids, Mich. (Julius Berkey president, 
and G. W. Gay secretary and treasurer), exhibited two chamber suits, valued 
$600 each ; one parlor suit, fancy chairs, lamberkins, window draperies, etc., 
in Michigan State Building. Medal and highest order of merit. Business 
established 1859, incorporated 1873 ; give employment to 400 persons. Sales 
10 



74 MICHIGAN AND THE CENTENNIAL. 

for 1876, $410,000. 50 employes kept constantly at night work, to keep up 
with orders. Manufactory 50 feet by 150 feet, four stories ; run by water power. 
Sales and finishing building 100 feet by 220 feet, six-story brick building; 
three elevators and all the conveniences to facilitate work. Have a large sales 
establishment in New York city. Manufacture a larger quantity of bed furni- 
ture than any other establishment in the United States. Have a market 
throughout the United States, Canada, and ship some to foreign countries. 

Nelson, Matter & Co., furniture manufacturers; sales room 33, 35, 37 Canal 
street, Grand Rapids, Mich.; organized 1857; capital invested, $300,000; 
product, 1876, $225,000: — exhibited one chamber suit, $6,000, manufactured, 
from Michigan walnut and black ebony, — an orginal and beautiful design; 
also sent from their regular stock. Medal and high order of merit. Manufac- 
tory 70 by 160 feet, four stories and basement; engine and boiler house, 36 by 
44 feet ; building lighted by gas and heat by steam ; one of permanent fixtures 
in the county. Their goods marketed throughout the United States, Canada, 
and British possessions, and give universal satisfaction. 

Phoenix Furniture Co., No. 24 Pearl street, Grand Rapids, Mich., exhibited 
one bedroom suit, valued $3,000, and one suit valued $500; one sideboard, 
$500 ; hat trees, $400 ; center table, $100. Medal and high order of merit. 
This company was organized 1872; capital, $300,000. Works cover six acres 
ground; main building, brick, four stories, 75x168 feet; saw-mill, 45x113 
feet ; ware-rooms, three stories, 50x108 feet ; and engine room, kilns, etc., etc. 
Little & Bro.'s engine, 300 horse power, with capacity to manufacture $600,000 
worth goods yearly. A branch house 177 Canal street, New York. Market 
throughout the United States. 

Grand Rapids Brush Factory, Grand Rapids, exhibited 100 different kinds of 
their goods. Have cash capital of $100,000. Employ 120 hands. Sales 1876, 
$120,000, — increasing, and extending business continually. 

C. C. Comstock, Pail and Tub Factory, Grand Rapids, exhibited tubs, pails, 
keelers, churns, etc. This company's ground and factory cover five acres. 
Capital of $300,000. Give employment to 300 hands. Sales for 1876, 
$120,000. 

Detroit Stove Works, corner Bates and Woodbridge streets, Detroit, exhibited 
base-burner, cook, parlor, and heating stoves. Medal and highest order of 
merit. This organization formed 1864; gradually increasing in 1869. Pur- 
chased five acres ground, where they erected in 1870 their present extensive 
works. The excellent quality of their work, for perfect uniformity of metal, 
strength and smoothness of castings (being manufactured from Lake Superior 
iron largely), gave to them an advantage over the old established works east. 
They now control the market of the northwest, and compete in the eastern 
market with them ; they also ship to Germany and Australia their stoves. 
Their warerooms contain over 300 different styles and sizes of stoves. The 
present capacity of their manufactory is 30,000 stoves a year, giving employ- 
ment to over 450 hands. Paid up capital $300,000. Their yearly sales half a 
million dollars. Strictly a Michigan industry, employing all the raw products 
within the State. 

Michigan Stove Works, 93 Woodward avenue, — manufactory corner Adair 
and Jefferson avenue. 

Withington, Cooley & Co., Jackson, Mich., exhibited cast-steel field and 
garden hoes; hay, straw and manure, barley, spading, sluice, and other 
forks; lawn and garden rakes, potato hooks, corn and hay knives, scythe 



NAMES OF EXHIBITORS AND ARTICLES EXHIBITED. 



75- 



snaths, grain cradles, revolving hay rakes, wheelbarrows, etc. Medal and 
diploma, merit of highest order: — Variety of manufacture, beauty of form, 
uniform excellence of material employed, fine workmanship and finish, 
together with reasonable strength and solidity of the several parts ; signed by 
all the judges. This company have a capital invested of $200,000. Give 
employment to 150 hands. Use 180 tons steel, 500,000 handles, and other 
material in proportion. Manufacture $250,000 worth of goods annually. 
These goods go to New England States in spite of the strong competition of 
their own manufacturers; also to California, Canada, England, France, Ger- 
many, and Sweden. Have agency at Alfred Field & Co., 75 Keade street, New 
York; Birmingham, England; Sheffield, England; Liverpool, and Montreal. 
Sullivan & Burk, 48 and 50 Congress street east, Detroit, exhibited case of 
Havana and domestic cigars from their own manufactory. They employ about 
100 workmen; manufacture about 5,000,000 cigars yearly. These cigars go to- 
both eastern and western markets. They also deal heavily in leaf tobacco. 



LIST OF INDIVIDUAL EXHIBITORS. 



NAME OF EXHIBITOK. 



Austin, Tomlinson & Co 

Berkey & Gay Furniture Co, 

Beason, Jacob 

Beller, Jacob 

Bigelow, L. G 

Battle Creek Machine Co... 

Black L. & Co 

Calumet & Hecla Mining Co. 

Comstock, C. C... 

Crozier, J.. _ 

Cross & Mehling 

Clough & Warren Organ Co. 

Calvin, Mrs. Margaret 

Detroit Stove Works 

Dowling, T. W 

Davis & Richmoud 

Diedrich & Brisecher 

Flowers Brothers 

Grand Rapids & I. R. R. Co. 

Grand Rapids Brush Co 

Godfroy Bros. & White 

Gale Manufacturing Co 

Grant,D. C 

Holcomb, E 

Henry D. Farrand 

Hess, Julius 

Heckendorn, J 

Jarvis & Hooper 

Jones Brothers 

Knowlton, E.J 

Karrer, J. 

Lapp Ferdinand 

Mich. State Pomologic'l Soc. 
Mich. School Furniture Co.. 



ARTICLES EXHIBITED. 


RESIDENCE. 


Wagons 


Jackson. 


Furniture.. 


Grand Rapids. 


Standard grains of Detroit, B'rd of Trade 
Native Wines 


Detroit. 


Photographs 


« 


Panel and Dovetailing Machine 


Battle Creek. 


Spectacles and Mathematical Instruments 
Model Stamp Mill 


Detroit. 
Calumet. 


Wooden Ware 


Grand Rapids. 
Menominee. 




Enameled Woods. 


14 


Organs 


Detroit. 


Churn 


Battle Creek. 


Stoves 


Detroit. 


Scroll Saw 




Roofing Slate Cutting Machine 


u 


Native Wines 


4; 


Gas and Water Valves. 


It 


Sections of Logs, Grain and Seeds from 
line of railroad *. 


Grand Rapids, 

it a 


Brushes 


G3 7 psum _ 


u It 


Plow and Horse Rake 

Model of Steam Yacht and Ice Cutter 

Lace Leather 

Water Meter, Model of Inlet Pipe to 
Water Works, and Model of Tunnel... 

Architectural Drawings 

Plows 


Albion. 
Houghton. 
Grand Rapids. 

Detroit. 

Ann Arbor. 


Fertilizer 


Detroit. 


Fruit drier. 


Jonesville. 


Bath-tub (portable) 


Ann Arbor. 


Leather 


Detroit. 


Carved Clock Case . 




Fruit 


Detroit. 


School Furniture . 


Northville. 







76 



MICHIGAN AND THE CENTENNIAL. 



NAME OF EXHIBITOK. 



Mich. State Agricult'l Soc. 

Michigan Stove Co 

Murphy, Miss Eliza 

Mills, Peck & Co 

Nelson, Matter & Co 

Nelson, Mrs 



Nichols, Shepard & Co 

National Leather Co 

Phoenix Furniture Co 

Pointe auxPeauxWine Co.. 

S. S. Scovel & Co 

Schaff,F _ 

Sullivan & Burk 

Stearns, F 

South Haven Poniolog'l Soc. 

Sweetland, J. B 

Satterly & Co.. 

Richardson, D. M 

Richmond & Backus. 

Randall, C... 

Travis, A. B 

Toll, Chas... 

Thompson, Samuel W 

Todd, A. M 

Withington, Cooley & Co... 

Wolf Bros. & Keech 

Walker, Jas. R 

Wheeler, Marshall 



ARTICLES EXHIBITED. 



Grain and Seeds 

S toves 

Monochromatic Drawing 

Hoes 

Furniture 

Water-Color Painting, and Oil Painting 

on silk for chairs 

Grain Separator (vibrator) 

Leather 

Furni ture 

Native Wines 



Woods used in wagons and sulkies. 
Furniture 



Cigars 

Pharmaceutical Case and Preparations.. 
Fruits 



Mineral Paint 

Wheat Scourer. 

Railroad Ticket Case 

Photograph Work 

Combined Wheat and Corn Cultivator. 

Glass and Fire Sand 

Rum Shooks 

Essential Oils 

Shovels, Hoes, Forks, etc 

Essential Oiis 

Iron Plow. 

Chronometer 



RESIDENCE. 



Detroit. 



Otsego. 
Grand Rapids. 

Grand Rapids. 

Battle Creek. 

Detroit. 

Grand Rapids. 

Monroe. 

Coldwater. 

Detroit. 



South Haven. 



Birmingham. 
Detroit. 



Oakland. 

Monroe. 

Detroit. 

Nottawa. 

Jackson. 

Centreville. 

Detroit. 

Big Rapids. 






PRODUCTS OF MICHIGAN AT THE CENTEN- 
NIAL EXHIBITION. 



THE FOREST. 

PREPARED BY PROF. W. J. BEAL OP THE STATE AGRICULTURAL COLLEGE. 

This collection consists of : 

First— Cross sections of trunks of our native trees and some prominent 
introduced species, all of which grow to be over six inches in diameter. The 
sections, about sixty-five in number, are from seven inches to two and one-half 
feet in diameter (in one instance reaching seven and one-half feet), and about 
one and a half inches thick or long. 

Second — A collection of about one hundred and forty blocks and twigs, not 
over six inches in diameter by about six inches in length, with bark mostly on 
them. Some of these specimens are of shrubs, quite small, not over one-fourth 
of an inch in diameter. One-sixth of one side of these blocks is planed off 
vertically; an oblique section is made upon the same side toward the top, leav- 
ing the upper surface a little more than half the diameter. 

Third — A collection of polished boards, eight by sixteen inches, and a half 
inch in thickness, in cases where the trees were of sufficient size to admit of it. 
From smaller trees and shrubs the boards are ten inches long, and of a varying 
width. The number of boards of each species varies from one to twenty, 
according to the importance, beauty, or peculiarities of the species. These 
boards are as unlike each other as is possible to find them, for the purpose of 
exhibiting the wood in all its peculiarities. 

Fourth — There are some specimens of other dimensions not uniform in 
shape, size, or finish. These include samples of the valuable hard woods, as 
oak, hickory, etc., cut in a variety of shapes. The collection includes knots, 
natural grafts of roots and trunks, oak sticks with deer's antlers imbedded in 
them, etc. For a detailed account consult the following list. 

Fifth — Samples of seeds and cones ; a quart or more of about fifty species. 



78 



MICHIGAN AND THE CENTENNIAL. 



CATALOGUE OF FOREST PEODUCTS OF THE STATE OF MICHIGAN. 



JNo. Spe- 

CIMKNS. 



2 
13 
6 
1 
6 
10 



11 
5 
5 
6 
1 
7 
6 
6 
2 
1 
6 
6 
1 
5 
7 
6 
5 

:28 
6 
8 

13 

14 
1 
9 

12 
9 
5 
1 
5 
6 

16 
1 
1 
1 
1 
1 
1 
1 
7 
5 
6 
1 
6 
2 
6 



LATIN NAME. 



Magno lia acuminata 

Liriodendron tulipifera 

Asimina triloba 

Menispermum Canadense 

Hypericum 

Tilia Americana 

Zanthoxylum Americana 

Ptelia trifoliata ----- 

Rhus typhina 

Rhus glabra 

Rhus copallina 

Rhus venenata 

Rhus Toxicodendron 

Rhus aromatica 

Vitis 

Ampelops is qu inquefo lia 

Rhamnus a In ifo lius . 

Ceanothus Americanus 

Ceanothus ovalis 

Celastrus scandens 

Euonymus atropurpureus 

Euonymus Americanus var. obovatus. 

Staphylea trifolia 

Aesculus glabra 

Acer Pennsylvanicum 

Acer spicatum 

Acer saccharinum 

Acer saccharinum nigrum var 

Acer dasycarpum 

Acer rubrum 

Negundo aceroides 

Amorpha fruticosa. 

Cercis Canadensis 

Oymnocladus Canadensis 

Qleditschia triacanthos 

Prunus Americana 

Prunus pumila 

Prunus Pennsylvania 

Prunus Virginiana 

Prunus serotina. 

Spiraea opulifolia 

Spiraea salicifolia 

Spiraea tomentosa 

Spiraea lobata 

Rosa Carolina 

Rosa lucida 

Rosa blanda... 

Crataegus coccinea 

Crataegus tomentosa 

Crataegus Crus-galli 

Crataegus 

Pyrus coronaria. 

Pyrus arbutifo lia 

Pyrus Americana 



COMMON NAME. 



Cucumber Tree. 

White-wood. 

Paw-paw. 

Moon-seed. 

St. John's wort. 

Bass-wood. 

Prickly-ash. 

Hop-tree. 

Stag-horn Sumac. 

Smooth Sumac. 

DWarf Sumac. 

Poison Sumac. 

Poison Ivy. 

Fragrant Sumac. 

Grape-vine. 

Virginia creeper. 

New Jersey tea, red-root. 

u a u u 

Bitter sweet, wax work. 

Burning-bush, Wahoo. 

Strawberry bush. 

Bladder nut. 

Fetid or Ohio Buckeye. 

Striped maple. 

Mountain maple. 

Sugar or rock maple. 

Black maple. 

White or silver maple. 

Red maple. 

Ash-leaved maple or box elder. 

False indigo. 

Red-bud or Judas-tree. 

Kentucky coffee-tree. 

Honey locust. 

Wild yellow or red plum. 

Dwarf cherry. 

Wild red cherry. 

Choke cherry. 

Black cherry. 

Nine bark. 

Common meadow-sweet. 

Hard bark or steeple-bush. 

Queen of prairie. 

Swamp rose. 

Dwarf wild rose. 

Early wild rose. 

Scarlet fruited thorn. 

Black or pear thorn, variegated. 

Cocks pur thorn. 

Hawthorn. 

American crab-apple. 

Choke berry. 

Mountain ash. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 

CATALOGUE OF FOREST PRODUCTS— CONTINUED. 



79 



No. Spe- 

CIMKNS. 



5 
2 

10 

10 
4 
1 
1 
1 
1 
1 
1 
1 
1 
1 
1 
5 
5 
1 
1 
1 
1 
1 
1 
4 
3 
4 
1 
1 
3 
1 
1 
1 
1 
1 
1 
3 
4 

26 
7 
5 

28 
5 
5 
G 
3 
1 
1 



LATIN NAME. 



Pijrus sambuci folia. 
Amalanchier Canadensis . .'. . 
Bibes Cynosbati. 
Ribes hirtellum. 
Bibes rotund if o Hum. 
Bibes lacustre. 
Bibes prostratum. 

Bibes floridum 

Bibes rubrum 

Hamamelis Virginica 

Cornus jlorida 

Cornus circinatum 

Cornus sericea 

Cornus sto lonifera 

Cornus paniculata 

Cornus a Itemifolia 

Nyssa multiflora 

Symphor icarpus occidenta Is . 
Symphor icai^pus racemosus . 
Symphoricarpus vulgaris . . . 

Lonicera grata 

Lonicera flava 

Lonicera parvijlora 

Lonicera hirsuta 

Lonicera ciliata 

Lonicera ccerulea 

Lonicera oblongifolia 

Dier villa trifida 

Sambucus Canadensis 

Sambucus pubens 

Viburnum Lentago 

Viburnum nudum. . 

Viburnum dentatum 

Viburnum pubescens 

Viburnum acerifolium 

Viburnum pauciflorum. 

Viburnum Opulus 

Viburnum lantanoides 

Cephalanthus occidentalism. 

Gaylussacia racemosa 

Vaccinium Pennsylvanicum. 

Vaccinium corymbosum 

Arctostaphylos Uva-ursi... 

Epigcea repens 

Cassandra calyculata 

Kalmia angustifolia . 

Ealmia glauca. . 

Ledum latifo Hum. 

Ilex ver ticillata 

Nemopanthes Canadensis 

Fraxinus Americana 

Fraxinus pubescens 

Fraxinus viridis 

Fraxinus sambucifolia 

Fraxinus quadrangulata 

Sassafras officinale 

Fraxinus quadrangulata 

Lindera benzoin 

Dirca palustus 

Shepherdia Canadensis 



COMMON NAME. 



Shad-bush, June berry, service berry. 



Wild black currant. 

Ked currant. 

Witch hazel. 

Flowering cornel or dogwood. 

Kound-leaved dogwood. 

Silky cornel or kininkinink. 

Red osier dogwood. 

Panicled cornel. 

Alternate leaved cornel. 

Pepperidge sour-gum. 

Wolf berry. 

Snow berry. 

Coral berry or Indian currant. 

American woodbine. 

Yellow honeysuckle. 

Small honeysuckle. 

Hairy honeysuckle. 

Fly honeysuckle. 

Mountain Fly honeysuckle. 

Swamp Fly honeysuckle. 

Bush honeysuckle. 

Common elder. 

Red berried elder. 

Sheep berry, sweet viburnum. 

White rod. 

Arrow wood. 

Downy Arrow wood. 

Dockmackie maple-leaved arrow wood. 

Cranberry tree. 

Hobble-bush, wayfaring tree. 

Button-bush. 

Black huckleberry. 

Dwarf huckleberry. 

Swamp blueberry. 

Bearberry. 

Trailing arbutus. 

Leatherleat. 

Lambkill, sheep laurel. 

Pole laurel. 

Labrador tea. 

Black alder, winterberry. 

Mountain holly. 

White ash. 

Red ash. 

Green ash. 

Black ash. 

Blue ash. 

Sassafras. 

Blue ash. 

Spice-bush, fever-bush. 

Leather wood, moose wood. 

Canadian shepherdia. 



80 



MICHIGAN AND THE CENTENNIAL. 

CATALOGUE OF FOREST PRODUCTS— CONTINUED. 



No. Spe- 

CIMENS. 



9 
11 

10 

8 

10 

11 

14 

28 

9 

6 

6 



7 
8 
9 
6 

13 
9 

14 
8 

11 
2 
9 
2 
2 
6 
6 
1 
1 

10 
8 
4 
7 
7 
1 
1 
3 
5 
6 
6 
4 

10 
6 
C 
1 

10 

10 

10 
5 

10 
7 
9 
8 



LATIN NAME. 



Ulmus Americana 

Ulmus fulva 

Ulmus racemosa 

Celtis occidentalis 

Morns rubra. 

Platinus occidentalis 

Juglans cinerea 

Juglans nigra 

Carya alba 

Carya macrocarpa 

Carya sulcata 

Carya porcina 

Carya amara 

Quercus alba 

Quercus obtusiloba 

Quercus macrocarpa 

Quercus bicolor 

Quercus Prinus 

Quercus Prinus var. acuminata. 

Quercus imbricata 

Quercus coccinea 

Quercus coccinea var. tinctoria 

Quercus rubra 

Quercus palustris _ 

Castanea vesca 

Castanea pumila 

Fagus ferruginea 

Corylus Americana 

Corylus rostrata 

Ostrya Virginica _ _ , 

Carpinus Americana 

Myrica Gale 

Comptonia asplenifolia 

Betula lenta 

Betula lutea 

Betula alba var. populifolia , 

Betulea papyracea 

Betula nigra 

Betula pumila 

Betula glandulosa , 

Alnus viridis 

Alnus incana , 

Alnus serrulata 

Salix lucida. 
Salix discolor. 
Salix nigra falcata. 
Salix petiolaris. 
Salix sericea. 
Salix humilis. 
Salix. 

Populus tremuloides 

Populus grandidentata 

Populus heterophylla 

Populus monilifera 

Populus angulata , 

Populus balsamifera 

Populus balsamfera var. candicans 

Pinus Banksiana 

Pinus mitis . 



COMMON NAME. 



American elm. 

Ked or slippery elm. 

White or rock elm. 

Hackberry, sugarberry, or tree nettle. 

Red mulberry. 

Planetree, sycamore, buttonwood. 

Bitternut. 

Black walnut. 

Shell-bark or shag-bark hickory. 

Small fruited hickory. 

Western shell-bark hickory. 

Pignut, brown hickory. 

Bitternut. 

White oak. 

Post oak or box white oak. 

Bur oak, mossy cup white oak. 

Swamp white oak. 

Chestnut oak. 

Yellow chestnut oak. 

Laurel or shingle oak. 

Scarlet oak. 

Black oak or Quercitron. 

Red oak. 

Swamp, Spanish, or pin oak. 

Chestnut. 

Chingapin. 

American beech. 

Hazle-nut. 

Beaked hazle-nut. 

Iron or lever wood, or hop-horn beam. 

Blue beach, horn-beam. 

Sweet gale. 

Sweet fern. 

Cherry, sweet or black birch. 

Yellow or gray birch. 

White birch. 

Paper or canoe birch. 

River or red birch. 

Low birch. 

Dwarf birch. 

Green or Mountain alder. 

Speckled or hoary alder. 

Smooth alder. 



American aspen. 
Large-toothed aspen. 
Downy poplar. 
Cottonwood. 
Angled cottonwood. 
Balsam poplar, tacamahar. 
Balm of Gilead. 
Scrub pine or gray pine. 
Yellow pine. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 

CATALOGUE OF FOREST PRODUCTS— CONTINUED. 



81 



LATIS NAME. 



Pinus resinosa 

Pinns Strobus 

Abies nigra . 

Abies alba 

Abies Canadensis 

Abies balsamea 

Larix Americana 

Thuja occidentalis 

Cypres sus thyoides 

Juniperus communis 

Juniperus communis var. alpina. 

Juniperus Virginiana 

Juniperus Sabina, var. procumbens 

Taxus baccata, var. Canadensis 

Smilax rotundifolia 



COMMON NAME. 



Red or Norway pine. 

White pine. 

Black or double spruce. 

White spruce. 

Hemlock spruce. 

Balsam fir. 

American larch, tamarack. 

Arbor vitae, white cedar. 

White cedar. 

Juniper. 

Red cedar, savin. 

Yew, ground hemlock. 
Green brier. 



EXOTICS. 



LATIN NAME. 



Magnolia 

Barberis vulgaris 

Tamarix Ga llica 

AUhcea rosea 

Tilia Europcea 

Citrus 

Ailanthus glandulosus 

Bhus Cotinus 

Bhamnus catharticus 

JEsculus Hippo castanum . . 

Acer 

Bo b in ia Ps euda cacia 

Prunus amygdolus-nana . . . 
Prunus amygdolus-Persica 

Prunus domesticus 

Prunus cerasus 

Prunus avium 

Pyrus communis 

Pyrus Malus 

Pyrus prunifo lia 

Cydonia Japonica 

Cydonia vulgaris 

Philadelphus 

Liquidambar styracijlua 

Aralia spinosa 

Tecoma radicans 

Catalpa bignonoides 

Syringa vulgaris 

Syringa Persica 

Ligustrum vulgar e 

Morus alba 

Madura aurantiaca 

Salix Babylonica 

Salix viminalis 

Salix alba 



11 



COMMON NAME. 



Common barberry. 

French tamarisk. 

Rose of Sharon. 

European linden. 

Orange and lemon. 

Tree of Heaven, ailanthus. 

Smoke tree. 

Buck-thorn. 

Horse chestnut. 

Maple. 

Locust. 

Flowering almond. 

Peach. 

Plum. 

Garden red cherry. 

Bird cherry. 

Pear. 

Apple. 

Siberian crab-apple. 

Japan quince. 

Common quince. 

Mock orange. 

Sweet gum tree. 

Hercules club. 

Trumpet creeper. 

Catalpa. 

Common lilac. 

Persian lilac. 

Privet. 

White mulberry. 

Osage orange. 

Weeping willow. 

Basket willow. 

White willow. 



82 



MICHIGAxN AND THE CENTENNIAL. 
CATALOGUE OF FOREST PRODUCTS— EXOTICS— Continued. 



No. Spe- 
cimens. 


LATIN NAME. 


COMMON NAME. 


5 


Populus alba 


"White poplar. 


10 
10 


Pinus. 

Abies ezcelsa 


Norway spruce. 


12 


Larix Europce 


European larch. 


8 
1 


Toxodium distichum 


Bald or southern cypress. 
* Deer's antler in oak rail. 


1 




tPine curl or knot. 


1 




Oak knot— very large. 

Natural graft in oak limb, — deer's antler 

in oak section. 
Natural root graft, beech. 


1 




6 




1 




Chinese wistaria. 


1 




French walnut. 


1 


Juglans nigra 


Black walnut. 








1 
1 
1 
1 

1 
1 

1 

1 
3 

1 


Black ash mallet. — J. Webster Childs — knot. 

Four specimens of vines around trees. 

Shumac "blind." — Lansing — A. Allen & Co. 

One board, bird's eye maple. — Petosky — Agricultural College. About 4 feet 
by 18 inches. 

One beech limb, knotted. — Agricultural College. 

Twin beeches, united 25 feet above ground,— given by Geo. Rowell, Benning- 
ton, Oakland county. "United we stood, united we fell." 

Section of cottonwood in four pieces; also one piece about 3^ feet, from same 
tree above stump.— Joseph Bristol, Almont. 

Three large sections of maples, given by Jackson, Lansing & Saginaw Rail- 
road,— grew at Otsego. 
One large rock elm, given by Jackson, Lansing & Saginaw Railroad, — grew at 






* Taken 9 feet from the ground. 



t Grew 30 feet trom the ground. 



Note. — In the above catalogue of forest products exhibited by Agricultural Col- 
lege, the name of the persons donating and locality where grown have been left out 
to economize space, as both can be learned, and also the valuable properties that any 
or all may possess, by consulting the Professor at the College, or the College Forestry 
Catalogue, Agricultural College, Lansing, Michigan. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 



83 



CATALOGUE OF GRASSES. 



LATIN NAME. 



Agrostii 



perenms 

scabra _ 

spica venti.. 
stolonifera _ . 
vulgaris, var. 



Arena Jlavescens 

" hirsuta 

" sativa 

Andropogon sorghum 

" furcatus 

" scoparius 

Anthoxanthum odor alum 

Arrhenatherum bu Ibosum 

Alopecurus aristulatus 

" pratensis 

JEgilops cylindracea 

" ovata 

Bromus Kalmii 

" sterilis 

" macro stackys 

" nadritentis. 

" erectus 

" mascinus 

" secalinus 

" Schraderi 

" ciliatus 

Briza maxima 

Cinna arundinacea 

Chloris radiata. 

Corynephoris canes cens 

Calamagrostis Canadensis 

Danthonia spicata. 

Dactylis glomerata 

Eleusine corocana 

Elymus Europeus 

" Canadensis 

" Virginicus 

" striatus 

Eatonia Pennsylvania 

" obtusata. 

Eragrostis poceoides, var. megastachya. 
Festuca Hallerii 

" heterophylla. 

M ovina 

" nutans 

" glaucescens. 

" rubra 

" duriuscula 

" divaicata. 

" viride 

u cynosuioides. 

" elatior 

Glyceria nervata 

" Jluitans 

" aquatica. 



COMMON NAME. 



Thin grass 

Hair ' ki 

Spreading wind grass... 
Creeping bent " ... 
Rhode Island bent grass. 

Red-top 

Yellow oat grass 

Fairy oat grass 

Oats 

Sorghum 

Beard grass 



Sweet-scented vernal grass. 
Oat-like grass 

Wild fox-tail. 
Meadow fox-tail. 



Wild chess 

Barren broom-grass. 
Broom-£:rass 



Upright oat-grass. 



Chess (in wheat-fields). 

Schrader's bromus 

Wild chess... 

Quaking grass 

Wood reed grass 



Gray club grass 

Blue joint. 

Old fog— wild oat-grass. 

Orchard grass 



Wild rye. 



Holler's fescue. 
Sheep's fescue. 



Purple fescue. 
Hard 

Green 

Meadow " 

Drop seed 

Reed meadow grass. 



HABITAT. 



North America. 

it u 

Europe. 

it 

North America. 
Europe. 



Old world. 
North America. 



Europe. 

Europe. 
it 

North America. 
Europe. 



Europe. 



North America. 
Europe. 
North Ameriea. 

Europe. 

North America. 

Europe. 

Japan. 

Europe. 

North America. 



Europe. 



Europe. 
North America. 



North America. 



Si 



MICHIGAN AND THE CENTENNIAL. 

CATALOGUE OF GRASSES-CONTINUED. 



LATIN NAME. 



Gymnostichum Hystrix 

Hordeum maratimum 

" jubatum 

Holcus lanatus 

Kelerea glauca. 
" voliscina. 

Leersia oryzoides 

Lolium Italicum 

" perenne 

Muhlenbergia glomerata 

" sylvatica 

Oryzopsis Canadensis 

Poa vitellina 

" trivialis 

" nemoralis 

" alpina 

" pratensis 

" compressa 

JPhleum pratensis 

Phalaris arundinacea picta. 
" coerulescens. 

" arundinacea 

Paspalum elegans. 

Panicum capillare 

" sanguinale 



" Germanicum . 

" latifolium 

" virgatum 

" clandestinum 
" Or us galli... 

Spartina cynosuroides . 

Setaria verticillata 

" viridis 

" glauca 

" macra cheta. 

Secale cereale 

Sorghum nutans 

Triticum imbricatum. 
" violaceum 



Vicia sativa. 



COMMON NAME. 



Bottle brush grass. 

Sea-side barley 

Wild barley 

Meadow soft grass. 



Rice cut-grass 

Italian rye-grass. 
Ray, rye -grass, darnel. 



Wild rice. 



Rough meadow-grass 

Wood " '• 

Alpine " u 

June grass, Ky. blue-grass. 

Wire grass 

Timothy, herd's grass. 
Ribbon grass 



Ribbon grass. 

Hair grass ... 
Finger grass. 



Millet 

Broad-leaved panicum. 



Barn-yard grass. 
Cord grass 



Green fox-tail. 
Fox-tail 



Rye 

Indian grass. 



Kansas grass.. 
Spring vetch. 



HABITAT. 



North America. 
Europe. 

North America. 
Europe. 



North America. 

Europe. 
North America. 

u u 



Europe. 






Europe & N. A, 
North America 
North America. 
Europe. 



Colorado. 

Europe. 

North America. 



Europe. 

North America. 
Europe. 



Europe. 
North America. 

North America. 






Three bunches of pop-corn — Esselstyn & Sons., Lansing. 
" " — J. J. Sidway, u 

" " " " — Agricultural College, Lansing. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 



85 



COPPER AND IRON. 



CATALOGUE OF SPECIMENS LAKE SUPERIOR COPPER AND IRON, 
UPPER PENINSULA, MICHIGAN. 



S3 f- 




«0G 


CLASS 100. 


g* 


m^ 




i 


1 


4 


Native metallic copper, chips from masses, Minesota Mine, 
Ontonagon Co. 


2 


la 


1 


Native metallic copper, small mass, Pewabic belt, Quincy 
Mine, Houghton Co. 


3 


2 


2 


Native metallic copper and silver, Minesota Mine, Ontona- 
gon Co. 


4 


2a 


2 


Native metallic copper, silver, and green carbonate, Onton- 
agon Co. 


5 


3 


1 Lot. 


Native metallic copper, crystallized, Fissure veins, Kewee- 
naw Co. 


6 


3a 


1 


Native metallic copper, crystallized, Minesota Mine, Onton- 
agon Co. 


7 


3b 


1 


Native metallic copper, crystallized, Ridge Mine, Ontona- 
gon Co. 


8 


3c 


1 


Native metallic copper, crystallized, Copper Falls Mine, 
Keweenaw Co.; cabinet A. P. Thomas, Esq. 


9 


4 


1 


Native metallic copper, crystallized, with black oxide, Ke- 
weenaw Co. 


10 


5 


1 


Native metallic copper, crystallized, with black oxide and 
spar, Keweenaw Co. 


11 


5b 


1 


Native metallic copper, crystallized, with spar, from Ridge 
Mine, Ontonagon Co. 


12 


5a 


1 


Native metallic copper, silver and calc-spar, from Ridge 
Mine, Ontonagon Co. 


13 


2b 


2 


Native metallic copper and silver, cabinet of Mr. Harris. 


14 


6c 


1 


Epidote and dog tooth spar, from Ridge Mine, Ontonagon 

Co. 
Dog tooth spar, from Ridge Mine, Ontonagon Co. 


15 


6 


1 


16 


6a 


1 


Native copper, in spar crystals, from Ridge Mine, Ontona- 
gon Co. 


17 


6b 


1 


Native copper and silver, from Ridge Mine, Ontonagon Co. 


18 


6d 


1 


Native copper, vug with spar, from Ridge Mine, Onton- 
agon Co. 


19 


6e 


2 


Native copper, in spar crystals, from National Mine, Onton- 
agon Co.; cabinet Dr. Overfield. 


20 


6f 


3 


Native copper, in spar crystals, Ontonagon Co.; cabinet of 
Mr. Sales. 


21 


6g 


37 


Native metallic copper, crystallized, Keweenaw and Onton- 
agon Co.; cabinet of Hon. Jay A. Hubbell. 


22 


7 


1 


Underlaying rock of Pewabic Belt, Quincy Mine, Houghton 

Co. 
Overlaying rock of Pewabic Belt, Quincy Mine, Houghton 

Co. 
Copper-bearing amygdaloid rock, Pewabic Belt, Quincy 


23 


S 


1 


24 


9 


Lot. 








Mine. 


25 


10 


4 


Vugs, with crystallized copper, Pewabic Belt, Quincy 
Mine. 


26 


10a 


2 


Vugs, with crystals of spar containing native copper, 
Pewabic Belt, Qnincy Mine. 


27 


9e 


2 


Copper-bearing amygdaloid with spar, Pewabic Belt, 
Quincy Mine. 



MICHIGAN AND THE CENTENNIAL. 





CA 


TALOGUE 


OF SPECIMENS OF COPPER AND IRON-CONTINUED. 


C3 . 


'o 3 


° a 

u <o 


CLASS 100. 


28 


9a 


3 


Copper-bearing amygdaloid, Pewabic belt, Franklin and 
Pewabic Mine, Houghton Co. 


29 


9d 


3 


Copper-bearing amygdaloid and epidote, Pewabic Belt 
(lode), Franklin and Pew .bic Mine. 


30 


9b 


1 


Copper-bearing amygdaloid with crystals of copper, Frank- 
lin and Pewabic Mine. 


31 


9c 


1 


Copper-bearing amygdaloid with native sheet copper, 
Franklin and Pewabic Mine. 


32 


10b 


2 


Vugs, with crystals of spar and copper, Franklin and 
Pewabic Mine. 


33 


9f 


1 


Copper-bearing amyydaloid, South Pewabic lode, Atlantic 
Mine, Houghton Co. 


34 


9f 


11 


Copper-bearing amygdaloid, South Pewabic lode, Atlantic 

Mine. 
Copper-bearing amygdaloid, Isle Royale lode, Houghton 

Mine. 
Copper-bearing amygdaloid, Isle Royale lode, Concord 


35 


11 


1 


36 


11a 


1 








Mine, Houghton Co. 


37 


2c 


2 


Native metallic copper and silver, Ontonagon Co.; cabinet 
of Mr. T. W. Edwards. 


38 


3g 


4 


Native metallic copper crystallized, Keweenaw Co.; cabinet 
of Mr. T. W. Edwards. 


39 


9g 


1 


Copper-bearing amygdaloid, crystals of copper on epidote, 
Franklin Mine; cabinet of Mr. T. W. Edwards. 


40 


lOe 


1 


Vug copper-bearing amygdaloid, Pewabic lode; cabinet 
of Mr. T. W. Edwards. 


41 


15 


2 


Crvstallized copper and quartz, Ontonagon Co.; cabinet of 
Mr. T. W. Edwards. 


42 


16 


1 


Native metallic copper in spar ; cab. of Hon. Jay A. Hubbell. 


43 


lOp 


Lot. 


Vugs native metal copper, Ontonagon and Keweenaw 
counties; cabinet of Hon. Jay A. Hubbell. 


44 


3c 


1 


Native metallic copper crystallized, Fissure vein, Copper 
Falls Mine, Keweenaw Co. (Donated to Smithsonian 
Institute.) 


45 


17 


2 


Copper-bearing amygdaloid, Ashbed lode, Copper Falls 
Mine, Keweenaw Co. 


46 


17a 


1 


Copper-bearing amygdaloid with crystals of calcite, Ash- 
bed lode, Copper Falls Mine. 


47 


17b 


4 


Overlaying trap (hanging wall) of Ashbed, Copper Falls 
Mine. 


48 


18 


3 


Vein rock (gangue) Fissure vein, Copper Falls Mine. 


49 


5d 


1 


Native metallic copper and silver on epidotic trap; cabi- 
net of Mr. Harris. 


50 


5e 


1 


Native metallic copper,— silver and calc-spar; cab. of Mr. 
Harris. 


51 


5f 


1 


Native metallic silver; cabinet of Mr. Harris. 


52 


3d 


1 


Native metallic copper crystallized; cabinet of Mr. Harris. 


53 


2 


1 


Native metallic copper with green carbonate; cabinet of 
Mr. Harris. 


54 


13 


1 


Red oxide of copper; cabinet of Mr. Harris. 


55 


10c 


1 


Vug of crystallized copper and spar; cabinet of Mr.Harris. 


56 


5g 


1 


Native metallic silver and spar, Keweenaw Co. 


57 


lOd 


1 


Native metallic copper and spar, Keweenaw Co. 


58 


3e 


1 


Native metallic copper crystallized, Ontonagon Co.; cabi- 
net of Mr. Sales. 


59 


3f 


1 


Native metallic copper crystallized, Ontonagon Co.; cabi- 
net of Mr. R. Sheldon. 


60 


21 


Lot. 


Vein rock, National Mine, fissure vein, Ontonagon. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 87 

CATALOGUE OF SPECIMENS OF COPPER AND IRON— CONTINUED. 





IS 

"5S 




CLASS 100. 


1* 




So 




Gl 


22 




Overlaying trap (hanging wall), fissure vein, National 
Mine, Ontonagon Co. 








62 


23 


2 


From 40 feet thick conglomerate underlaying or foot wall, 
fissure vein, National Mine, Ontonagon Co. 


63 


24 


1 


From 40 feet thick conglomerate underlaying or foot wall, 
fissure vein, National Mine, Ontonagon Co. 


64 


21a 


3 


Vein rock (gangue), with green carbonate, fissure vein, 
National Mine, Ontonagon Co. 


65 


lc 




Native metallic copper nugget from 550 ton mass, Minne- 






sota Mine, Ontonagon Co. 


66 


1 




Phrenite with crystals of quartz and copper; cabinet of 
Mr. Sales, Ontonagon Co. 








67 


12 


2 and Lot. 


Copper-bearing conglomerate Calumet and Hecla lode, 
Calumet and Hecla Mine, Houghton Co. 


68 


12a 


Lot. 


Copper-bearing amygdaloid overlaying Calumet conglom- 
erate. 


69 


39 
40 
41 




Trap rock overlaying Calumet and Hecla conglomerate. 
Copper-bearing sandstone, Calumet and Hecla Mine. 
Ripple-marked sandstone, from Calumet and Hecla Mine. 


70 




71 


4~~ 


72 


*57c 


Lot *57 


Native metallic sheet copper, from Calumet and Hecla 

Mine. 
Calumet and Hecla conglomerate, Schoolcraft Mine, Hough- 


73 


12c 


Lot. 








ton Co. 


74 


19 


Lot. 


Calumet and Hecla conglomerate, Osceola Mine, Houghton 

Co. 
Allouez copper-bearing conglomerate, Allouez lode, Al- 


75 


27 


Lot. 








louez Mine, Keweenaw Co. 


76 


14c 
60 




Conglomerate and malachite, Allouez Mine. 


77 


"2" 


Albany and Boston copper-bearing conglomerate, Albany 








and Boston Mine, Houghton Co. 


78 


60a 


1 


Trap rock overlaying Albany and Boston conglomerate. 


79 


60b 


1 


Foot wall underlaying Albany and Boston conglomerate. 


80 


61 


2 


Kearsarge copper-bearing conglomerate, Keweenaw Co. 


SI 


20 


6 


Island Mine copper-bearing conglomerate, Isle Royale. 


82 


69 


1 


Native metallic copper. Cliff Mine. Keweenaw Co. 


83 


70 


Lot. 


Vein rock, fissure vein, Cliff Mine, Keweenaw Co. 


84 


71 


Lot. 


Vein rock, fissure vein, Phoenix Mine, Keweenaw Co. 


85 


08 
66 




Native metallic float copper, Douglass location, Houghton 

Co. 
Native metallic copper crystallized; cabinet of Johnson 


86 


1 








Vivian. 


87 


5i 
29 




Native metallic silver crystallized; cab. of C. D. Sheldon.. 


88 


i" 


Native metallic copper w^ith quartz and spar crystals; 








cabinet of A. J. Corey. 


89 


3i 


2 


Native metallic copper crystallized ; cabinet of A. J. Corey.. 


90 


2d 


1 


Native metallic copper and silver; cabinet of A. J. Corey- 


91 


5h 


3 


Native metallic silver; cabinet of A. J. Corey. 


92 


30 


1 


Copper-bearing epidote, Ontonagon Co,; cabinet of A. J. 
Corey. 


93 


31 


1 


Native metallic copper crystallized and spar; cabinet of 
A. J. Corey. 


94 


32 


1 


Heavy spar with quartz crystals; cabinet of A. J. Corey. 


95 


33 


1 


Sugar spar and copper in spar crystals; cab. of A. J. Corey. 


96 


34a 


2 


Phrenite, with native metallic copper crystals; cabinet of 
A. J. Corey. 


97 


34b 


3 


Phrenite, with native metallic copper crystals; cabinet of 
A. J. Corey. 



88 



MICHIGAN AND THE CENTENNIAL. 



CATALOGUE OF SPECIMENS OF COPPER AND IRON-CONTINUED. 



gri 


d u 




fTn a) 


o o 


t-t 05 


©£ 


a-s 


SS 


3g 


■sg 


S' 3 




a> » 


b 05 


6* 






98 


34c 


1 


99 


35 


2 


100 


6h 


3 


101 


44 


1 


102 


45 


1 


103 


51a 


2 


104 


30a 


1 


105 


47 


1 


106 


48 


1 


107 


50 


2 


108 


51 


2 


109 


49 


1 


110 


13b 


Lot. 


111 


13c 


Lot. 


112 


14b 


1 


113 


53 


1 


114 


55 


1 


115 


54 


2 


116 






117 


"il" 


2~" 


118 


14a 
35a 




119 


"¥' 


120 


35b 


2 


121 


67 


1 


122 


41 


Lot. 


123 


42 


Lot. 


124 


43 


Lot. 


125 


57 


4 


126 


12b 


1 


127 


13a 


1 


128 


25 


Lot. 


129 


36 


Lot. 


130 


37 


1 


131 


28 


1 


132 


26 


2 


133 


58 


Lot. 


134 


58a 


Lot. 


135 


46 




136 




137 


""ei~" 

64 
65 
Id 




138 




139 




140 


1" 


141 


lb 


5 


142 


If 


4 


143 


lg 


4 


144 


lh 


4 


145 


BJ 


1 



CLASS 100. 



Phrenite,with native metallic copper and spar; cabinet of 
A. J. Corey. 

Datholite, Quincy Mine; cabinet of A. J. Corey. 

Native metallic copper in spar crystals, Quincy Mine; 
cabinet of A. J. Corey. 

Kose spar, Evergreen Mine, Ontonagon Co.; cabinet of A. 
J. Corey. 

Spar encasing quartz crystals; cabinet of A. J. Corey. 

Smoky spar; cabinet of A. J. Corey. 

Copper-bearing epidote; cabinet of T. W. Edwards. 

Calc-spar, Ontonagon Co. 

Quartz crystals and phrenite, Quincy Mine, Houghton Co. 

Quartz and spar, Houghton Co. 

Smoky spar, Houghton Co. 

Native copper crystallized, black oxide and phrenite. 

Ked oxide copper, Ontonagon Co. 

Brick copper, Ontonagon Co. 

Malachite, Allouez Mine; cabinet of John Chassell. 

Sugar spar, calc spar, and epidote. 

Sugar spar and calc spar. 

Moss copper; cabinet of Hon. Jay A. Hubbell. 

Moss copper; cabinet of Mr. Meads, Marquette. 

Malachite, Allouez Mine; cabinet of R. Sheldon. 

Malachite, Allouez Mine. 

Datholite, Franklin Mine. 

Datholite, Quincy Mine. 

Tabular spar. 

Vein rock, silver veins, Iron Eiver district, Ontonagon Co. 

Hanging wall rock, silver veins, Iron River district, Onton- 
agon Co. 

Foot wall rock, silver veins, Iron River district, Ontonagon 
Co. 

Copper-bearing sandstone, Carp Lake, Ontonagon Co. 

Calumet and Hecla conglomerate, polished; cabinet of R. 
Sheldon. 

Red oxide copper; cabinet of R. Sheldon. 

Copper ore, gray sulphuret, Mendota Mine, Lac la Belle, 
Keweenaw Co. 

Arsenate of copper, Houghton Co. 

Scapolite, National Mine. 

Spar crystals; cabinet of A. J. Corey. 

Copper-bearing sandstone, Nonesuch Mine, Iron River dis- 
trict, Ontonagon Co. 

Ancient copper tools; Cabinet of Mr. John Chassell. 

Ancient copper tools; cabinet of Mr. C. D. Sheldon. 

Stone hammers. 

Stone axe; cabinet of James Reicl. 

Geological section of trap range crossing at Calumet Mine. 

Agates, Lake Superior. 

Chlorastrolites, Lake Superior. 

Native metalHccopperstampwork,Calumet andHeclaMine. 

Native metallic copper tailing sands, Calumet and Hecla 
Mine. 

Native metallic copper stampwork, Franklin and Pewabic 
Mines. 

Native metallic copper stampwork, Osceola Mine. 

Native metallic copper stampwork, Allouez Mine. 

Native metallic silver stampwork, Osceola mine. 



PKODUCTS OF MICHIGAN" AT THE EXHIBITION. 



89 



CATALOGUE OF SPECIMENS OF COPPER AND IRON— CONTINUED. 



be® 


11 


u a> 
■°.H 


CLASS 100. 


a* . 


zn<* 


s « 

*£ 




14G 


63 


1 


N ati ve metallic silver and copper stampwork, Osceola Mine. 


147 


88 


1 


Native metallic silver and copper in vein matter, Copper 
Falls Mine, Keweenaw Co.; cabinet of B. F. Emerson. 


148 


89 


1 


Native metallic silver and copper in vein matter, Copper 
Falls Mine, Keweenaw Co.; cabinet of B. F. Emerson. 


149 


90 


1 


Calcite crystal with native metallic copper; cabinet of B. 
F. Emerson. 


150 


91 


1 


Native metallic copper in vein matter (brick copper), Cop- 
per Falls Mine, Keweenaw Co.; cabinet of B. F. Emerson. 


151 


92 


1 


Miniature set of miners' tools made of native metallic sil- 
ver and copper; cabinet of B. F. Emerson. 


152 




1 


Mass native metallic copper, mined by ancient miners (pre- 
historic races), Minong Mine, Isle Royale. 


153 




1 


Mass native metallic copper, from 70-ton mass, Central 
Mine, Keweenaw Co. 


154 




Lot. 


Native metallic copper, fissure veins, Amygdaloid Mine, 
Keweenaw Co. 


155 




Lot. 


Vein rock, fissure veins, Amygdaloid Mine. 


156 




Lot. 


Copper bearing, Amygdaloid Delaware Mine, Keweenaw 
County. 


157 






Maps of Geological Survey of Michigan, by Brooks and 
Pumpelly, 1869-73. 








158 






Geological map Upper Peninsula of Michigan, bv G. Gau- 








jot, 1876. 


159 




4 


Masses native metallic copper, Central Mine. 


160 




1 


Mass native metallic copper, Minong Mining Co., Isle Roy- 
ale, showing the work of stone hammers of prehistoric 
race ; weight 5280 lbs. 






1 


Native copper and copper and silver specimens from Mi- 






nong Mine. 








CLASS 112. 


1 


1 


3 


Copper in ingot from Detroit & Lake Superior Smelting 
Works. 


2 


la 




Cake copper, Detroit & Lake Superior Smelting Works. 


3 


lb 




Bar copper, Detroit & Lake Superior Smelting Works. 
Pig copper, Detroit & Lake Superior Smelting Works. 


4 


lc 
Id 




5 




Fathered copper, Detroit & Lake Superior Smelting 








Works. 


6 


le 




Straw copper, Detroit & Lake Superior Smelting Works. 
Boiled copper, Houghton Rolling Mill. 


7 






8 






Rolled and pressed copper, Houghton Rolling Mill. 
Reverberatory slags, Detroit & Lake Superior Smelting 


6 


...... 


"" Lot"." 








Works. 


10 


3 a 
3b 




Cupola slags, Detroit & Lake Superior Smelting Works. 
Reverberatory slags from grey sulphuret ore, Lac la Belle 
Smelting Works. 


11 










12 


3c 




Matt slags from grey sulphuret ore, Lac la Belle Smelting 








Works. 


13 


3d 




Cupola slags from grey sulphuret ore, Lac la Belle Smelt- 
ing Works. 






90 MICHIGAN AND THE CENTENNIAL. 



IRON COLLECTIONS FROM MARQUETTE IRON DISTRICT, UPPER 
PENINSULA OF MICHIGAN. 

COLLECTED AND CLASSIFIED BY CIIAS. E. WRIGHT, MARQUETTE, MICHIGAN. 

No. Minks. 

1. Cleveland, Specular slate ore, weighing 15 tons. 

2. r< Specular slate ore, holds marlite. 

3. " Specular slate ore, holds marlite. 

4. " Banded Jasper. 

5. Barnum No. 1 Pit, Mixed, specular ore. 

6. " No. 2 Pit, Specular slate ore. 

7. " No. 3 Pit, Granular specular ore. 

8. Saginaw, Fine granular specular ore. 

9. " Specular slate ore. 

10. Ci Specular slate ore. 

11. " Botryoidal and Velvety brown iron ore. 

12. " Brown Grape ore (Limotil). 

13. Lake Superior, Specular slate ore. 

14. " Specular slate ore. 

15. " Specular slate ore. 

16. " Specular slate ore. 
1?. Spun* Mountain granular magnetic ore. 

18. " iMountain granular magnetic ore. 

19. Washington, Granular magnetic ore. 

20. Kloman, Micaceous specular ore. 

21. Jackson, Specular slate ore. 

22. " Specular slate ore. 

23. '*' Specular slate ore. 

24. " Specular slate ore. 

25. " Hard specular slate ore. 

26. " Granular specular slate ore. 

27. " Granular specular slate ore. 

28. i{ Brown iron ore. 

29. " Soft hematite. 

30. " Manganiferous brown iron ore. 

31. New York, Specular slate ore. 

32. " Hard hematite ore. 

33. " Hard specular ore. 

34. " Specular slate ore. 

35. " Specular micaceous ore. 

36. Lake Angeline, Specular ore. 

37. " Specular ore. 

38. " Specular ore. 

39. "' Soft hematite. 

40. " s ft hematite, 

41. Champion, Micaceous specular slate ore. 

42. " Granular magnetic ore. 

43. " Granular magnetic ore. 

44. iC Micaceous specular slate ore. 

45. " Micaceous specular slate ore. 

I 



PKODUCTS OF MICHIGAN AT THE EXHIBITION. 



91 



NO. 

46. 
47. 
48. 
49. 
50. 
51. 
52. 
53. 
54. 
55. 
56. 
57. 
58. 
59. 
60. 
61. 
62. 
63. 
64. 
05. 
GQ. 
67. 
68. 
69. 
70. 
71. 
72. 
73. 
74. 
75. 
76. 
77. 

Hon. 

78. 
79. 
80. 
81. 
82. 
83. 
84. 
85. 
86. 
87. 
88. 
89. 
90. 
91. 
92. 
93. 



Mines. 
Michigamnii, Steely magnetic ore. 

" Granular magnetic ore. 

Kepublic, Micaceous specular slate ore. 
" Micaceous specular slate ore. 
" Micaceous specular slate ore. 
44 Micaceous specular slate ore. 
" Granular magnetic ore. 
" Granular magnetic ore. 
Iron Mountain, Manganiferous brown iron ore. 
" Manganiferous brown iron ore. 

Lake Superior, "] Brown grape ore. 

Brown grape ore. 
B. Curtis' Brown grape ore. 
Collection. Brown grape ore. 

Specular micaceous iron ore. 
Brown grape ore. 
Brown grape ore. 

John L. Bray's * nm S ra l ie ore - 

Collection. f/ own * ra P e ore - 
Brown grape ore. 

Velvety brown iron ore. 



Champion, 



J 



Talcose schist. 
Talcose schist. 

" Gray quartzite. 

" Chloride schist. 

" Talcose quartzite. 

" Garnetiferous rock. 

Spur, Garnetiferous rock. 
Magnetic, Steely magnetic ore. 

" Steely magnetic ore. 

" Argentiferous Galena. 

Edward Breituiiffs Collection: 

Brown grape ore. 
Brown grape ore. 
Brown grape ore. 
Brown grape ore. 
Brown grape ore. 
Brown grape ore. 
Brown grape ore. 
Brown grape ore. 
Brown grape ore. 
Velvety brown iron ore. 
Manganiferous brown iron ore. 
Manganiferous brown iron ore. 
Manganiferous brown iron ore. 
Manganiferous brown iron ore. 
Manganiferous ore. 
Manganiferous ore. 



92 MICHIGAN AND THE CENTENNIAL. 

No. 

94. Manganiferous ore. 

95. Manganiferous ore. 

96. Manganiferous ore. 

97. Manganiferous ore. 

98. Manganiferous ore. 

99. Manganiferous ore. 

100. Manganiferous ore. 

101. Manganiferous ore. 

102. Manganiferous ore. 
No. Mines. 

103. Boiling Mill, Brown pipe ore. 

104. Edwards, Fine granular magnetic ore. 

105. " Fine granular magnetic ore. 

106. ie Specular slate ore. 

107. " Specular slate ore. 

108. Rolling Mill, Brown grape ore. 

109. Rolling Mill Furnace, A No. 1 Bessemer pig iron. 

110. " " A No. 1 Bessemer pig iron. 

111. " " A No. 1 Bessemer pig iron. 

112. " " A No. 1 Bessemer pig iron. 

113. Ishpeming Peat. 
114. 
115. 
116. 
117. 

118. Burt Free Sand Stone Co., Marquette, L. S. 

119. Brown Stone, Isle Royale, Noble and Brady. 

120. Bog iron ore, Birmingham, Noble and Brady. 

121. Clays for Pottery and Brick and Tile, Brady. 

122. Marquette Brown Stone Co., Marquette, L. S. ; all the foundation stone 

of State building from this Co. 

123. Grind and Scythe Stone, Lake Huron Grind Stone Co., Detroit. Roof- 

ing slate from Huron Bay Quarry ; State building covered with this 
slate. 

124. Brown Sand Stone from Isle Royal. One Birch Bark Canoe, by J. A. 

Hubbell. 

MANUFACTURED IKON FROM WYANDOTTE ROLLING MILLS, WYAN 
DOTTE, WAYNE CO., MICH., FROM LAKE SUPERIOR ORES. 

NO. 

1. 3 -inch round L. S., bent cold. 

2. 4-inch round L. S., bent cold. 

3. 3-inch square L. S., bent cold. 

4. 2xJ-inch L. S., bent cold and hot. 

5. -g-inch square L. S., bent cold and hot. 

6. 1-inch square L. S., bent cold and hot. 

7. lx-^-inch L. S., bent cold and hot. 

8. lx-J-inch L. S., bent cold and hot. 

9. f -inch square L. S., bent cold and hot. 
10. 1-inch round L. S., bent cold. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 93 

No. 

11. |-inch round L. S., bent cold. 

12. f-inch round L. S., bent cold and hot. 

13. f-inch round L. S., bent cold and hot. 

14. -J-inch round L. S., bent cold and hot. 

15. f-inch square L. S., bent cold. 

16. 5-16-inch square L. S., bent cold. 

17. 2£-inch round L. S., bent cold. 

18. 1^-inch round L. S., bent cold. 

19. lf-inch round L. S., bent cold. 

20. lf-inch round L. S., bent cold. 

21. f-inch round L. S., bent cold and hot. 

22. f-inch round L. S., bent cold. 

23. f-inch round L. S., bent cold. 

24. f-inch round L. S., bent cold. 

25. f-inch round L. S., bent cold. 

26. f-inch round L. S., bent cold. 

27. 2-J-xf-inches L. S., bent cold and hot. 

28. 1-inch square L. S., bent cold. 

29. 2fxl-inch L. S., bent cold. 

30. Fire-box B. P., Wyandotte, T. S. 60,000 ft>s. 

31. Extra Flange B. P., Wyandotte, T. S. 60,000 lbs. 

32. Extra Flange B. P., Wyandotte, T. S. 60,000 lbs. 

33. Extra Flange B. P., Wyandotte, T. S. 60,000 lbs. 

34. O. H. 1-inch B. P., Wyandotte, T. S. 60,000 lbs. 

35. C. H. Shell B. P., Wyandotte, T. S. 55,000 lbs. 

36. O. H. Shell B. P., Wyandotte, T. S. 55,000 lbs. 

37. C. H. Shell B. P., Wyandotte, T. S. 55,000 lbs. 

38. O. Eolled B. P., Wyandotte, T. S. . 

39. f-inch square Wyandotte Swedes, T. S. 15,625 ft>s. ; elongation, If -inch. 

40. f-mch square Wyandotte Swedes. 

41. 1-inch L. S. Chain, T. S. 74,000 lbs. 

42. 11-inch L. S. Chain, T. S. 86,675 lbs. 

43. l|-inch L. S. Chain. 

44. f-inch L. S. Chain. 

45. 9-16-inch L. S. Chain, T. S. 20,000 lbs. 

46. 5-16-inch Bessemer Steel Chain, T. S. 5,825 lbs. 

47. 7-16-inch Bessemer Steel Chain, T. S. 12,250 lbs. 

48. i-inch Bessemer Steel Chain, T. S. 16,625 lbs. 

49. 2xJ-inch Wyandotte Norway, bent cold. 

50. 2xJ-inch Wyandotte Norway, bent cold. 

51. lj-inch square Wyandotte Norway, bent cold. 

52. f-inch square Wyandotte Norway, bent cold. 

53. l£x£-inch Wyandotte Norway, bent cold and hot. 

54. f-inch square Wyandotte Norway, bent cold and hot. 

55. f-inch square Wyandotte Swede, bent cold, polished. 

56. f-inch square Wyandotte Swede, bent cold. 

57. f-inch square Wyandotte Swede, bent cold. 

58. f-inch square Wyandotte Swede, bent cold. 



94 MICHIGAN AND THE CENTENNIAL. 

SALT. 
DISTKICT NO. 1, EAST SAGINAW, MICHIGAN. 

FROM SEARS & HOLLAND. 

1 sample fine sfceam salt; 1 sample packer's salt; 1 sample fine pan salt; 1 
sample brine. 

FROM C. & E. TEN EYCK. 

1 sample fine steam salt ; 1 sample brine. 

FROM EAST SAGINAW SALT MANUFACTURING COMPANY. 

1 sample solar salt; 1 sample brine, S. G. 1,177. 
1 case solar salt crystal. 

DISTKICT NO. 2, SAGINAW CITY, MICHIGAN. 

FROM BARNARD & BINDER. 

1 sample fine steam salt; 1 sample brine, S. G. 2,173. 

FROM PIERSON, WRIGHT & CO. 

1 sample fine steam salt ; 1 sample brine. 

DISTKICT NO. 3, CARROLLTON, MICHIGAN. 
H. P. LYON & CO., FLORENCE, MICH. 

1 sample fine pan salt; 1 sample brine, S. G. 1,173. 

T. JEROME & CO., CARROLLTON. 

1 sample fine pan salt; 1 sample brine. 

DISTRICT NO. 4, ZILWAUKEE. 

RUST, EATON & CO., ZILWAUKEE. 

1 sample fine steam salt ; 1 sample brine. 

NEW YORK & MICHIGAN SOLAR SALT COMPANY, ZILWAUKEE. 

1 sample solar salt ; 1 sample brine. 

DISTRICT NO. 5, PORTSMOUTH, MICHIGAN. 

JOHN M'GRAW & CO., PORTSMOUTH, MICH. 

1 sample fine steam salt; 1 sample fine steam dairy salt; 1 sample brine. 

DISTRICT NO. 6, BAY CITY, MICHIGAN. 

JOHN M'EWEN & CO. 

1 sample fine steam salt ; 1 sample brine. 

CHAPIN & BARBER. 

1 sample fine steam salt ; 1 sample brine. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 95 

D0LS0N, CHAPIN & BRO., BAY CITY, MICH. 

1 sample fine kettle salt. 

DISTRICT NO. 7, WENONA AND BANKS. 

KEYSTONE SALT AND LUMBER COMPANY, WE NONA. 

1 sample fine steam salt ; 1 sample brine. 

H. W. SAGE & CO., WENONA. 

1 sample fine steam salt; 1 sample brine. 

KELLEY & CO., BAY CITY. 

1 specimen large salt crystals. 

DISTRICT NO. 8, WHITE ROCK. 
THOMSON & BROTHER, WHITE ROCK. 

1 specimen fine pan salt; 1 specimen brine. 

DISTRICT NO. 9, EAST TAWAS, MICHIGAN. 
EAST TAWAS MILL COMPANY. 

1 sample fine steam salt; 1 sample packer's salt; 1 sample brine. 

ANALYSIS OF SALT BRINE, WHITE ROCK, HURON COUNTY, MICH. 

THOMPSON & BRO. 

Sodium Chloride 18.9102 

Calcium Chloride - 0.5373 

Magnesia Chloride 0.4106 

Lime Sulphate 0.2623 

Iron Oxide 0.0032 

Water 79.8764 

100.0000 
Specific gravity, 1.1550 at 60° F. Salometer. 



ARCHAEOLOGY. 

The growing interest which is felt in the Archaeology of our country, and 
the zeal shown by some of the States in forwarding antiquities to the Centen- 
nial Exhibition, have been the inducements to send the small collection of 
relics from Michigan which we have catalogued. 

They are forwarded under the auspices of the Detroit Scientific Association, 
and though few compared with what might have been obtained had the subject 
received earlier attention, will at least, in the way of comparison, add to the 
illustrations, now being so diligently sought for, of the pre-historic age of 
America. 






96 MICHIGAN AND THE CENTENNIAL. 

RECEIVED FROM B. E. BUSH OE DETROIT. 

No. 

1. Stone spade from Grand Eapids. 

2. Stone instrument from Shiawassee. 

3. Stone ornament from Bay county. 

4. Stone ornament from New Baltimore. 

5. Indian implement from Genesee county. 

6. Indian shuttle from Genesee county. 

7. Indian implement from Oakland county. 

8. Indian implement from Genesee county. 

9. War hatchet from Oakland county. 

10. Stone hatchet from Bay county. 

11. Stone hatchet from Bay county. 

12. Stone hatchet from Bay county. 

13. Stone pestle from Wayne county. 

14. Stone pestle from Bay county. 

15. Stone pestle from Bay county. 

16. Stone pestle from Bay County. 

17. Stone pestle from Lake Superior. 

18. Stone adze from Saginaw county. 

19. Stone axe from Saginaw county. 

20. Stone war hatchet found in the skull of an Indian, near Detroit. 

21. Stone hatchet from Lake Superior. 

22. Small stone hatchet from Genesee county. 

23. Small stone hatchet from Saginaw county. 

24. Small stone hatchet from Saginaw county. 

25. Small stone hatchet from Saginaw county. 

26. Stone celt from Saginaw county. 

27. Stone celt from Saginaw county. 

28. Stone celt from Saginaw county. 

29. Stone celt from Saginaw county. 

30. Large stone celt from Bay county. 

31. Large stone celt from Bay county. 

32. Large stone celt from Bay county. 

33. Large stone celt from Kent county. 

34. Large stone celt from Bay county. 

35. Large stone celt from Genesee county. 

36. Stone gouge from Shiawassee county. 

37. Stone gouge from Bay county. 

38. Stone hammer from Bay county. 

39. Stone hammer from Bay county. 

40. Stone hammer from Bay county. 

41. Stone hammer from Shiawassee county. 

42. Stone pestle from Genesee county. 

43. Piece of pottery from a mound in Genesee county. 

44. Indian flute, bought of an Indian in Shiawassee county. 

45. Indian totem (lizard) from Charity Island, Saginaw bay. 

46. Indian totem (otter) from a mound in Bay county. 

47. Indian totem (frog) from the battle-ground in Bay county. 

48. Indian ornament from Bay county. 

49. Indian gorget from Bay county. 






PEG DUCTS OF MICHIGAN AT THE EXHIBITION. 97 

NO. 

50. Long anger-shape stem pipe from Lake Superior. 

51. Eed stone pipe from Genesee county. 

52. Brown stone pipe, ornamented, from Michigan. ^^ 

53. Black stone pipe from Michigan. 

54. Black stone pipe from Michigan. 

55. Grey stone pipe from Michigan. 

56. Small stone pipe from Michigan. 

57. Small ston3 pipe from Wayne county. 

RECEIVED PROM S. B. MAKN, LENAWEE COUNTY. 

58. Stone celt from Lenawee county. 

RECEIVED FROM FRED. A. BEARD, OF RUBY, ST. CLAIR CO., MICH. 

59. Stone celt from town of Kenosha, Michigan. 

60. Stone celt from town of Clyde, Michigan. 

61. Stone celt from town of Clyde, Michigan. 

62. Stone celt from town of Clyde, Michigan. 

63. Stone celt from town of Clyde, Michigan. 

64. Stone celt from Sanilac county, Michigan. 

65. Stone lance-head from town of Clyde, Michigan. 
GQ. Stone celt from town of Clyde, Michigan. 

67. Stone celt from town of Clyde, Michigan. 

68. Stone celt from town of Clyde, Michigan. 

69. Stone celt from town of Clyde, Michigan. 

70. Stone celt from town of Clyde, Michigan. 

71. Stone axe from town of Clyde, Michigan. 

72. Stone axe from town of Clyde, Michigan. 

73. Stone axe from town of Clyde, Michigan. 

74. Stone hammer from town of Clyde, Michigan. 

75 to 104, both inclusive. Stone arrow-heads, found in plowed fields in the 
town of Clyde, St. Clair county, Michigan. 

105. Stone ornament from town of Clyde, Michigan. 

106. Stone ornament from town of Clyde, Michigan. 

107. Stone lance-head, not known where found. 

108. Stone celt, not known where found. 

RECEIVED FROM THE BOARD OF EDUCATION OF CORUNNA, H. C. 
B1GGERLY, SUP'T. OF UNION SCHOOLS. 

109. Stone pestle, plowed up one mile north of Corunna. 

110. Stone axe, plowed up in town of Vienna, Shiawasse county. 

FROM THE COLLECTION OF THE DETROIT SCIENTIFIC ASSOCIATION. 

111. Large stone celt from Michigan. 

112. Small stone celt from Michigan. 

113. Small stone hammer from Michigan. 

114. Coarse stone implement from Michigan. 

115. Stone plumb bob from Michigan. 

116. Stone war hatchet from Michigan. 

13 



98 MICHIGAN AND THE CENTENNIAL. 

No. 

117. Pine stone ornament from Michigan. 

118. Stone spear point from Michigan. 

119. Stone spear point from Michigan. 

120. Stone spear point from Michigan. 

121 to 140, both inclusive. Stone arrow-heads from Michigan. 

141. Stone gimlet from Michigan. 

142. Indian etching and painting on stone from Brownstown, Michigan. 
1 perforated Indian skull. 

1 perforated Indian skull from Bela Hubbard. 

1 deformed Indian skull from School Board of Flint. 

RECEIVED FROM J. A. BAILEY, OF DETROIT. 

142-J-. Large stone implement from a mound at Fort Gratiot. 

RECEIVED FROM COL. W. P. NORRIS, OF NORRIS, MICH. 

143. Stone hatchet from Michigan. 

144. Stone hatchet from Michigan. 

145. Stone hatchet from Michigan. 

146. Stone skull cracker from Michigan. 

147. Stone skull cracker from Michigan. 

148. Stone celt from Michigan. 

149. Stone celt from Michigan. 

150. Stone celt from Michigan. 

151. Stone celt from Michigan. 

152. Stone ornament from Michigan. 

153. Stone ornament from Michigan. 

154. Stone ornament from Michigan. 

155. Sling-stone from Michigan. 

156. Stone spear point from Michigan. 

157. Copper ornament from Michigan. 

158. 1 ornamented stone pipe (red) from Michigan. 

159. 1 ornamented white stone pipe from Michigan. 

160. 1 Indian paint bag from Michigan. 

RECEIVED FROM GEORGE J. WARD, ST. CLAIR, MICH. 

161. Stone celt from St. Clair county. 

162. Stone celt from St. Clair county. 

163. Stone celt from St. Clair county. 

164. Stone celt from St. Clair county. 

165. Stone celt from St. Clair county. 

166. Stone celt from St. Clair county. 

167 to 185, both inclusive. Stone arrow heads found in Washtenaw county. 

RECEIVED FROM BELA HUBBARD OF DETROIT. 

186 to 222, both inclusive. Stone arrow heads, spear points, and knives from 

Michigan, and a few from Ohio. 
223. Large stone celt from Wayne county. 






PRODUCTS OF MICHIGAN" AT THE EXHIBITION. 99 

RECEIVED FROM NOBLE & BRADY, DETROIT. 
No. 

224. Stone hammer from Lake Superior. 

RECEIVED FROM THE SCHOOL OF BOARD FLINT, MICH. 

225. Indian war club. 

226. Indian axe. 

227. Indian axe. 

228. Indian toy axe. 

229. Indian chisel. 

230. Indian axe. 

231. Indian skinner. 

232. Indian rude axe. 

233. Indian chisel. 

234. Indian spear head. 

235. Indian axe. 

236. Indian long-pointed spear head. 

237. Indian shuttle. 

238. Indian long-pointed arrow head. 

239. Indian spear head, with fossil shell on one side. 

240. Indian broken fish spear head. 

RECEIVED FROM KENT SCIENTIFIC INSTITUTE, GRAND RAPIDS, MICH. 

This Institute has been in existence for about 20 years ; has a very valuable 
collection of minerals, birds, etc., and numbers among its members many of 
the most learned and best citizens, and is doing a valuable work in educating 
our youth in an important part of education too much neglected in our country. 

Arrow Heads. 
Nos. 1 to 60 inclusive, all on glass tablets. 

Copper Articles. 

NO. 

61. Awl and file, on glass tablets (4-inch). 

62. Awl, on glass tablets (4-inch). 

63. Awl or needle, in bone handle, on glass tablets (2-inch). 

64. Awl or needle, on glass tablets (2-inch). 

65. Spear head (8-inch). 

66. Spearhead, in deer-horn handle, thick (10-inch). 

67. Copper knife (12-inch). 

68. Copper spade, without shank (3|-inch). 

69. Copper spade, with shank (6£-inch). 

70. Copper axe (8J-inch). 

71. Copper head, Charlevoix. 

72. Copper knife (6 -inch). 

73. Perforated oval stone (cord stretcher?). 

74. Fibula, haematite (4^-inch). 

75. Fibula, pottery, sandstone (6|-iuch). 



100 MICHIGAN AND THE CENTENNIAL.- 

NO. 

76. Pipe, greenstone (Dr. Parker). 

77. Pipe, red pipestone (Mr. Spoon). 

78. Dog's head (broken). 

79. Totem, quartzite (sheep head?). 

80. Cord-gauge, slate. 

81. Cord-gauge, slate, large. 

82. Cord-gauge, ribboned slate. 

83. Cord-gauge, oval. 

84. Cord-gauge, three holes. 

85. Cord-gauge. 

86. Cord-gauge. 

87. Cord -gauge. 

88. Head spear of bone. 

89. Two serrated fish spears, Kendall's add., deer's horn. 

90. Two bone stilettos. 

91. Arrow-heads, Grand Eapids. 

92. Flesher, Nunica, Ottawa Co. 

93. Flesher, Spoonville, Ottawa Co. 

94. Hatchet, Grand Rapids. 

95. Skinning knife, Grand Rapids. 

96. Axe, Kent Co., Mich. 

97. Axe, Kent Co., Mich. 

98. Flesher, Kent Co., Mich. 

99. Flesher, Kent Co., Mich. 

100. Adz, Kent Co., Mich. 

101. Gouge, Kent Co., Mich. 

102. Pestle, Kent Co., Mich. 

103. Pestle, Kent Co., Mich. 

104. Flesher, Kent Co., Mich. 

105. Copper spear, Kent Co., Mich. 

106. Two arrows and two spear heads, Kent Co., Mich. 

107. Spear or lance, Kent Co., Mich. 

108. Arrow-heads, Ottawa Co., Mich. 

109. Drill and arrow-heads, Kent Co., Mich. 

110. Four arrow-heads, Kent Co., Mich. 

111. Vase, mound, Grand Rcpids. 

112. Vase, mound, Grand Rapids. 

113. Shell, mound, Grand Rapids. 

114. Shell, mound, Grand Rapids. 

115. Maul, Michigan. 

116. Worn axe, Michigan. 

117. Axe, Michigan. 

118. Totem of ribboned slate. 

119. Totem or pipe. 

120. Totem or pipe. 

121. Pipe, fossil coral. 

122. Pipe. 

123. Pipe. 

124. Pipe, catlinite. 



PRODUCTS OF MICHIGAN AT THE EXHIBITION. 101 

No. 

125. Pipe, Michigan. 

126. Pipe, Michigan. 

127. Modern Indian pipe, Fox Indians. 

128. Totem, Southern Michigan. 

129. Totem, Michigan. 

130. Pipe, Panama. 

BELA HUBBARD, 
J. C. HOLMES, 
B. E. BUSH, 
Committee Detroit Scientific Association. 

Catalogue of exhibit in Educational Department will be found in Dr. Jacokes' 
report. 






CATALOGUE OF EXCHANGES. 



The following contains a catalogue of exchanges with foreign countries, 
which have been distributed to the State Library, State University, State Agri- 
cultural College, Kent County Institute, and Detroit Scientific Society, in ac- 
cordance with instructions : 



CATALOGUE OF WOOD, CEKEAL, AND OTIIEK PKODUCTS OF BKAZIL. 

WOODS. 



Biaviba — Vermelha. 

Pimenta — Vermelha. 

Gumduahy — Vermelha. 

Mercauahyba — Vermelha. 

Aparaha — Vermelha. 

Inhaheba — Vermelha. 

Guapeba — Vermelha. 

Olea — Vermelho. 

Aderno — Vermelho. 

Moujollo — Vermelho. 

Ararcba — Vermelho. 

Ipe — Pre to. 

Ipe — Peroba. 

Ipe — Ccravo. 

Ipe — Una. 

Ipe — Boia. 

Ipe — Tobaco. 

Ipe — Ruivo. 

Ipe — Mirim. 

Pau — Ferro. 

Pau — Alho. 

Pau — Brazil. 

Sapucaia. 

Giuduahi — Preto. 

Carobuca. 

Canela — Prela. 

Sobro. 

Pequea. 

Augelim. 

Sucupira — Rixa. 

Aderue — Presta. 

Cedro — Setim. 

Cedro — Vermelho. 



-Folha-Larga. 



Guapeba- 

C am bohi — Vinhatico . 

Arariba. 

Cacunda — Casia de cedro. 

Vinhatico. 

Araca. 

Garapa. 

Inhahiba — Vermelha. 

Canella — Meladiha. 

Avacuhy. 

Caituaba. 

Gurubu — Batota. 

Canella — Ruiva. 

Gucupica — Amarella. 

Louro — Amarello. 

Tatu— Preto. 

Grumixama. 

Vinhatico — Rosa. 

Tatageba. 

Baudara. 

Caixeta — Branca. 

S apucaia — Mirim . 

Tatu — Apeca. 

Aricusana. 

Sucupira — Preta. 

Aleo — Maeaco. 

Grucahy. 

Oiticica. 

Tuaoha. 

Guarapiapunha. 

Capororoca. 

Guapeba — Sapucaia. 

Loure — Preto. 



CATALOGUE OF EXCHANGES. 103 

Cedro — Rajado. Bacubicha. 

Cedro — Macho. Canella — Aniarolla. 

Cedro — Rosa. Bicuheba — Preta. 

Cedro — Brauco. ( J aiaba. 

Kaiuda — Preta. Canella — Tapinhoa. _ 

Maugolo — Brauco. Guapcba — Brauco. 

Pitoma. Timbucba. 

Garauna — da Moda. Meraudiha — Preta. 

Cambohe — Vinhatico. Arariba — Horde Algodao. 

Folha — Larga. Melho — Oodizo. 

Vinhatico — Roxo. Gurauhe. 

Inahiba — Brauca. Peroba— Rosa. 

Tapiuhoa — Amarella. Gumpabuna. 

Augelim — Tinto. Canella — Coco. 

Minudeba. Cacunda. 

Grumarim. Caugerana. 

Jequitiba — Brauco. Graubie. 

OTHER PBODUCTS. 

23 samples coffee from Province of Rio de Janeiro. 
5 samples sugar from S. Paulo Parana. 
2 samples rice. 
2 samples tea. 

1 sample flour. 

2 samples starch. 

1 sample rice, in hull. 

1 sample tapioca. 

1 sample farina. 

1 sample arrow-root. 

1 sample cocoa. 

1 sample pulverized corn. 

1 sample red wheat. 

2 samples winter rye. 

1 sample white loaf sugar from Pernambuco. 
1 sample mace from S. Paulo. 

1 sample red vine (tree fibre). 

2 samples native wool (bark of palm). 

1 sample cattle hair, from Province of Parana. 

1 sample mavella, an article used for beds. 

1 sample tatrophia sacarina, a flowering plant. Flower used for beds. 

1 sample beja moudiver, an article used for food. 

10 samples cotton, some in boll, some dressed. 

Sample Brazil nuts. 

1 sample acacia auglacia. 

1 sample flax, dressed. 

1 sample broom, made from a species of palm, extensively used. 

1 sample bark of Lytha tree, is spun into various forms. 

1 sample batholeta excelsior, bark of tree. 

1 sample tobacco twist, manufactured in large quantities. 

1 sample beeswax, excellent quality. 

1 sample hair rope. 

1 sample manilla rope. 



104 MICHIGAN AND THE CENTENNIAL. 

1 sample guaiana. 

Several samples of Jute, used extensively in Brazil, Europe, and America for 
various purposes. 

1 sample mina geras (wood fibre). 

1 sample axlgria. 

1 sample vegetable wax from the vegetable ivory palm tree. 

1 sample prepared mate. 

The empire of Brazil covers 3-7 of the continent of South America. It con- 
tains a population of about 12,000,000 people. It has a climate and soil well 
adapted to agriculture. The greater portion of the population are engaged in 
agricultural pursuits, which is the principal source of national wealth. 

Much has been done of late years to develop and improve their agricultural 
resources. "The government are organizing general and special agricultural 
and zootechnical exhibitions, hoping that, as has been done in other countries, 
they will be a powerful incentive to the improvement of agriculture." Five 
agricultural institutes have been created. 

The Imperial Agricultural Institute of Eio de Janeiro has connected with it 
a model farm, where workshops are erected in which are manufactured vehicles 
for service on the farm, agricultural implements adapted to their use, and appa- 
ratus which are sold to planters. 

An agricultural asylum for destitute children. Whilst they daily apply them- 
selves to practical agriculture in its different branches, at the same time they 
cultivate the intellectual and receive religious education. 

The object of the asylum is to train the pupils so as to make them overseers 
or managers of large establishments, and the best assistants for the progress 
and improvement of agriculture. A building connected with the institute will 
contain cabinets for study and scientific work. One room will contain the 
woods of Brazil and other countries, properly classified and arranged of suitable 
size to be studied, accompanied by special descriptions of the nature and prop- 
erties of each one, the locality from whence they come, how they may be ob- 
tained, and other conditions which may recommend them after a comparison 
and examination to be made between them and woods from other countries. 
(Michigan has contributed over 120 specimens from her forestry to be placed 
in this museum.) Another room is for the permanent exhibition of the more 
interesting products, with special descriptions and a circumstantial notice of 
their respective culture, and of the best means of improving it. 

An industrial exhibition to contain articles manufactured from national 
products. 

One room will contain all the products which may be obtained from the pro- 
vinces, belonging to any of the divisions of natural history and not included in 
the other rooms. 

The above shows the interest taken in Brazil to improve the condition of the 
people by technical education. 

CONTRIBUTIONS OF WOODS AND OTHER PRODUCTS OF VICTORIA, NEW SOUTH 

WALES, AND AUSTRALIA. 

Victoria is situated at the southeast of the continent of Australia, between 
the 34th and 39th parallels of south latitude, 141 and 150 meridian of longi- 
tude. It possesses a very delightful climate, with a population bordering on 
900,000; about 14 per cent engaged in agricultural pursuits, and 14 per cent 
The finest grains exhibited at Philadelphia came from here. The 



CATALOGUE OF EXCHANGES. 10 5 

growth of Victoria has all been since 1836, when it contained 177 souls. They 
have established a system of annual exhibitions which may be called intercol- 
onial, which keeps up an interest and strife in the way of competition. The 
results show a rapid improvement in their manufactured and agricultural pro- 
ducts. The following exchanges were received from them, they taking all va- 
rieties of grains and seeds we could furnish them. The following were received 
from the colonies : 

1 sample Frampton white wheat, 63 lbs. per bushel. 

1 sample Red Straw wheat, 67 lbs. per bushel. 

1 sample Purple Straw wheat, 66 lbs. per bushel. 

1 sample St. Arnard Pastoral Ag'l Society wheat, 67 lbs. per bushel. 

1 sample White Tuscan wheat, 67 lbs. per bushel. 

1 sample English barley, 58 J lbs. per bushel. 

1 sample Tuscan wheat. 

1 sample Nonpareil wheat. 

1 sample Barley (58|- lbs. per bushel). 

1 sample Barley (56J lbs. per bushel). 

1 sample Malting barley. 

1 sample Victoria oats (48 lbs. per bushel). 

1 sample Cap oats. 

1 sample White oats. 

1 sample Tartarian oats (47 lbs. per bushel). 

1 sample Rye. 

1 sample Rye grass seed. 

1 sample Rib grass seed. 

1 sample Rape seed. 

1 sample Flax seed. 

1 sample Sunflower seed. 

1 sample Hemp seed. 

1 sample Bavarian grass seed. 

1 sample Sorgum seed. 

1 sample Long pod bean. 

1 sample Yorkshire Hero pea. 

1 sample Garden pea. 

1 sample Blue Prussian pea. 

1 sample Field pea. 

1 sample New fodder pea. 

WOODS OF VICTORIA. 

Acacia Soligna. 

Pana sane. 

Native hazel. 

Hedyengae ouga. 

Malalewca eucifolia. 

She oak — Is used almost entirely for firewood; is sometimes used by cabinet 
makers. 

Australian myrtil. 

Notelaro liquarina. 

Stringy-bark — Used as second class sawed lumber, similar to box; usel to 
limited extent for shingles. 

Acacia decumu (common wattle) — used almost exclusively for staves for 
casks and firewood ; the bark used for tanning leather. 



106 MICHIGAN AND THE CENTENNIAL. 

Native cherry — Used for cabinet work. 

Ariacaria (Ouningham). 

Cycas gracilas. 

Bine gum. 

Pitilsfrouum. 

Fecus macrophylla. 

Australian cherry. 

Eucalyptus globulus (blue gum) — Used in ship building for outer planking ; 
also for spiles, being close, straight grain, very tough. 

Lignum vitae — A valuable wood ; hard, and difficult to work. 

Eucapleptus. 

Acacia melanoxylum. 

Native beech. 

Bunaria spinass. 

Weeping acacia. 

Nyrisin vareasellis. 

Mareton Bay pine. 

Pelliosporum umdulatum. 

Swamp gum from Termania. 

The forestry of this country is not of great value. Most of their choice pine 
is received from the United States and Canada, mostly clear. 

Samples of gold quartz. 

Samples of argentiferous galena. 

Samples of antimony. 

Samples of tin ore. 

Samples of metallic antimony. 

LIST OF MINERALS FEOM SPAIN". 

1 — 30. Sntfuro de plomo. 
2 — 31. Fostato de cal. 
3—41. " " o'fosfarita. 
4 — 55. Sutf uro de antimonio argentifero. 
5 — 61. Pirita cobeza y carcara de cobra. 
6 — 72. Galena hogoba con pegas y carbona. 
7 — 75. Sutf uro de plomo v galena. 
8—91. Minerals. 
9— 133d. Mustrar de asfalto. 
10—300. Metal bianco. 

A small collection of minerals from Portugal were sent to the university with 
the other collection, not classified. 

All the samples of grain received by exchanges were sent to the Agricultural 
College ; also the forestry specimens, except one set of duplicate, obtained from 
Brazil and Victoria, for Detroit Scientific Society. All other exchanges were 
distributed as first mentioned. 

The catalogues of our exhibits and exchanges are as full as the circumstances 
will admit. Something over 400 books, catalogues, maps, pamphlets, etc., etc., 
some very valuable, have been distributed with the other exchanges. It was not 
considered necessary to catalogue them. 

Kespectfully, 

F. W. NOBLE, Secretary. 



REPORT OF THE SUPERINTENDENT OF THE 
EDUCATIONAL DEPARTMENT.. 



To the State Centennial Board of Managers : 

I have the honor to submit to your consideration my Report of the Michigan 
Educational Exhibit at the International Centennial Exhibition at Philadelphia. 

Very respectfully, 

D.. 0. JACOKESy Commissioner. 
Poxtiac, Jan. 22, 1877. 



I.— PRELIMINARY.. 

The International Exposition at Philadelphia, which opened so auspiciously 
and which has just been brought to a happy conclusion, has furnished lessons ; 
of the prof oundest importance to every American citizen ; but these lessons will 
lose half their value if they are not set forth with all possible clearness, and 
brought within reach of every intelligent lover of his- country. In this Con- 
gress of Nations, American civilization, the net result of a hundred years' pro- 
gress, has been brought into rigorous comparison and contrast with the highest 
types of existing civilizations. If, in some points, we are justified in feeling a 
superiority, we should be inspired with fresh hope, fresh courage, and should 
feel greater confidence in the genius of our institutions ; while if, in other 
points, we have been shown our inferiority, we should devote ourselves with all 
earnestness to the work of improvement. 

The results of this great Exposition are not only instructive to the nation at 
large, but each commonwealth has its own special lessons to ponder. Michigan, 
has been brought face to face, not only with, the States and nations of the Old 
"World, but the sister States of the Republic. She has been judged both by 
strangers and by her kindred ; not one phase of her civilization has been sub- 
jected to analysis and criticism, but many ; not alone her industrial resources, 
her material progress, but the inner life of her people as revealed by her relig- 
ious, educational, and charitable institutions. To what extent and in what 
manner was Michigan represented in this higher phase of her civilization? 
What were the judgments pronounced in her favor? What are the lessons she 
should be taught? To answer in some measure these questions of grave impor- 
tance is the purpose of this report. 

In September, 1875, I received a letter from. Governor Bagley, asking me to- 
confer with him immediately on important business. 

In response to this request, I called on the Governor at his office in Detroit^ 



108 MICHIGAN" AND THE CENTENNIAL. 

and learned from him the general nature of the task which he wished to assign 
me. I was unable to decide so grave a matter without deliberation. While I 
had leisure which I might devote to such a work, and while the work itself was 
wholly congenial to my habits and tastes, I hesitated to assume such responsi- 
bilities while ignorant of the amount of cooperation which I should receive 
from the school authorities of the State. With a promise to give the matter 
my earnest consideration, I at once visited prominent teachers and friends of 
education in whose judgment I had confidence, with a view to ascertain the 
state of public feeling on the subject and the amount of aid which would be 
rendered me. Convinced by these interviews of the practicability of the enter- 
prise, even at that late hour, I notified His Excellency of my acceptance of the 
post assigned me, and at once began the work of preparation. My first pur- 
pose was to enlist the sympathy and aid of the higher institutions of learning, 
and to collect from them such information as would exhibit the kind of pro- 
vision which Michigan had made for the higher culture of her people. 

For a better understanding of the situation, it is necessary to note the fact 
that, at the time of my appointment, no plan whatever had been formed for 
the prosecution of my work. To carry into execution a clearly drawn scheme 
of work would have been easy, but to devise a plan whereby the right kind of 
information could be collected, tabulated, and presented in an easily accessible 
shape, was a task of no slight difficulty. This was evidently the starting point 
and the key to success, and to this work I directed my first effort. Preparatory 
to my visit to the colleges and other higher educational institutions, I prepared 
the following circular for the purposes above mentioned : 

INTEKNATIONAL EXHIBITION, 187G. 

CIRCULAR ON BEHALF OF MICHIGAN STATE CENTENNIAL BOARD OF MANAGERS. 

The following will indicate the information desired to illustrate the history of Col- 
leges and Universities of Michigan, for the International Centennial Exhibition to be 
held in Philadelphia, 1876. This information is to be given in as concise a manner as 
possible. 

UNIVERSITIES AND COLLEGES. 

1. Name; reasons for adoption, if any. 

2. Charter, or act of incorporation; in what statute may it be found, name, vol., 
and page. 

3. Date of the act, or other instrument. 

4. Names and titles of first corporators. 

5. The qualifications required for such officers, if any. 

6. Term of service. 

7. Mode of their election or appointment. 

S. What relation does the institution hold to the State, if any. 
9. What relation to religious societies, if any. 

10. What relation to the common school system, if any. 

11. What relation to any local or municipal control. 

12. If under full or partial control of State, local, municipal, or religious bodies, 
etc., mention such relation. 

13. Location of the institution, and by what authority. 

14. Original grants of whatever kind, for revenue, whether for special or general 
purposes, and from what source, and how much is annually received for the support of 
the institution. 

15. Degrees or other honors that may be conferred. 

16. If any modifications of charter, state their character and reference to the author- 
ities where they may be found. 

17. Site; particular description of it, and the facilities for reaching it; cities and 
villages near it. 






EDUCATIONAL DEPARTMENT. 109 

18. Buildings; a gener.il statement of the plans, location, number, name, cost or 
probable value, and uses of the principal buildings used by the institution. 

19. Objects proposed by the founders, and the result. 

20. Plan of education and course of study. 

(1). Requirements for admission to the regular course. 

(2). State the organization of the faculty. 

(3). Studies required in a regular course. 

(4). Studies in any other than the regular course. 

(5). Privileges of selection allowed. 

(6). Degrees conferred at the end of each course. 

(7). Honorary degrees; certificates of attainment to those who do not pursue 
the full course. 

(8). State any changes made in the studies at any time, or new branches intro- 
duced or discontinued. 

21. Religious influences. 

(1). Is there a separate chaplain; to what denomination does he belong, and 
how selected; are any denominational forms used in chapel services; is 
attendance at chapel obligatory or optional; if religious influences are 
regarded as an essential feature in collegiate education, state them con- 
cisely, and describe their application. 

22. College societies. 

(1). Literary societies. 

(a). Name. 

(b). When founded. 

(c). Volumes in library. 

(d). Initiation fee. 

(e). Annual dues. 

(f). Present number. 

(g). Total from beginning. 
(2). Societies for religious and moral improvement. 

(a). Name and object. 

(b). When founded. 

(c). Annual dues. 

(d). Present number. 

(e). Total from beginning. 
(3). Secret societies, usually designated by Greek letters, with or without 

stated or publicly known places of meeting. 

(a). Name of society. 

(b). When founded in the institution reporting. 

(c). Designation of Chapter. 

(d). Present number. 

(e). Total from beginning. 
(4). Clubs and associations for recreation and physical training. 

(a). Name. 

(b). Object. 

(c). When formed. 

(d). Present membership. 
(5). Other societies or associations of undergraduates. 

(a). Name. 

(b). Object. 

(c). When formed. 

(d). Present membership. 
(6). Honoraiw societies, to which students are eligible at the completion of 

their college course, or when reaching an advanced class, under estab- 
lished rules as to scholarship and attainment. 

(a). Name. 

(b). When "established in college reporting. 

(c). Designation of Chapter. 

(d). Total number elected from the beginning. 
(7). Alumni association. 

(a). Principal association. 

(b). When organized. 

(c). Present number of members. 
(8). Branches, if any. 

(a). When organized. 



110 



MICHIGAN AND THE CENTENNIAL. 



23. List of graduates; a triennial catalogue, with supplementary additions to 1875, 
will give the proper information. 

24. Bibliography of college literature. 

25. Post-graduate studies, 

(a). What facilities are provided for such a course, 
(b). What number annually pursue this course, 
(c). Total number from the beginning. 

26. Professional schools, 

(a). Law. 1 

(b). Medicine. ! Give the principal facts concerning organization, ob- 

(c). Theology. [ jects, plans, methods, and facilities for instruction,etc. 

(d). Particular sciences. J 

27. Libraries, reading rooms, cabinets, museums, art galleries; these may be con- 
cisely described, with brief account of their more important features, with notices of 
their patrons and benefactors. 

28. Laboratories (Chemical). 

(a). Name of institution reporting, 

(b). Name of the laboratory, 

(c). Date of establishment. 

(d). Capital invested in separate buildings, $ 

u u in apparatus and fixtures, $ . 

" " in chemicals and other stock, $ 

(e). Endowment funds; capital, $ 

(f). Annual income from invested funds, $ .. 

(g). Income from other sources, and annual amount received, $ 

(h). Size of rooms, the length, breadth, height of ceiling, capacity for seating, 
in lecture room; if a separate building is used, plans and views are re- 
quested. 

(i). General or special objects of the laboratory. 

(j). Under whose charge is instruction given. 

(k). Names of former instructors, and notices concerning them. 

(1). Number of students now attending. 

(m). Total numbers from beginning. 

(n). Notice of any researches, or contributions to science made by the laboratory. 

(o). Historical notices and remarks. 

29. Observatories, for astronomical, magnetic, or meteorological observations. 

(a). Name of college or other institution reporting. 

(b). Name of observatory. 

(c). Origin of the name, if applied in honor of a patron, with some notice of 
such person. 

(d). Name of the director of the observatory. 

(e). Names and special departments of assistants. 

(f ). Date of incorporation, ; of organization, ; of opening and 

use, 

(g). Location and description of building; extent of grounds. 

(h). Cost of grounds, $ ; of buildings, $ ; of instruments, $ 

(i). Origin of the funds with which the observatory was built and equipped. 

(j). Salaries, $ ; current expenses, not including salaries and pub- 
lications, $ 

(k). Principal instruments. 



(1). Name and Description. 



Maker. 



Date. 



Cost. 



Size and Remarks. 



(m). Subjects of regular observations, or principal work of the observatory, 
(n). Does the observatory furnish time for railroad, or to the public; if so, 

mention the manner, intervals, and expense, and other facts concerning 

this service, 
(o). Of magnetic and meteorological observations, the peculiar subjects of 

record, times of observation, manner of publication, etc. 
(p). Specify any series of experimental or other observations, or researches 

undertaken, or in progress, and such results as may be of interest. 



EDUCATIONAL DEPARTMENT. 



Ill 



(q). List of published reports of observations, etc., with elates, extent, form, 

etc., and a reference to the place where they may be found, 
(r). List of directors from the beginning. 



Name. 



Service Began. 



Service Ended. 



Mode of Ending Service. 



(s). Historical and other statements. 

30. Educational work done by college instructors other than by direct teaching in 
the class or lecture room. 

(1). A list of original works. 

(2). A list of translations of foreign works. 

(3). A list of edited works. 

(4). A list of all educational appliances. 

31. Preparatory department, if any. 

(1). Legal name of school. 

(2). Date of incorporation. 

(3). Date of organization. 

(4). References to statutes or other authorities where rights and privileges 

are defined. 
(5). Location, and statement as to whether in college buildings or on separate 

premises. 
(6). Management; whether by a board of trustees or other officers, with their 
designation, number, terms of service, and mode of election, and any 
qualifications required concerning them. 

(7). Acres of land attached, ; its estimated value, not including 

buildings, $ 

(S). Value of buildings, $ ; of separate library, $. ; of 

separate apparatus, $ ; of cabinets, $ _ ; volumes 

in library, $ 

(9). Grants and endowments heretofore received, 
(a). From what source, 
(b). Date, 
(c). Amount. 
(10). Scholarships; their number and conditions. 
(11). Prizes; their number, value, and conditions. 

(12). Literary and other societies; their names, object, date of formation, num- 
ber of members, and any facts concerning them of public interest. 
(13). Instructors; number of separate instructors, men, women; number of 
instructors connected with the college, men, women; terms in the year, 
weeks in a term. 
(14). Admission; requirements as to age, scholarship, etc. 
(15). Course of study. 

(16). Expenses; tuition per term,' $ ; board per week, $ ; 

contingent expenses per term. 
(17). Attendance during the year, 
(a). Males, 
(b). Females, 
(c). Day scholars, 
(d). Boarding scholars. 
(e). Preparing for classical course, 
(f ). Preparing for scientific course. 
(g). Not intending to graduate. 
(IS). Historical notes and remarks, tabular statements of former attendance, 
and any other information concerning the school, may here be given. 
All reports in answer to this may be sent to my address in Pontiac, Mich. 

D. C. JACOKES. 
For Michigan State Centennial Board of Managers. 

I visited Adrian College, Hillsdale College, Kalamazoo College, Hope Col- 
lege, Albion College, Olivet College, Michigan University, the State Normal 
School, the Agricultural College, and also the State Public School, State Pris- 



112 MICHIGAN AND THE CENTENNIAL. 

on, Asylum for the Insane, Reform School, the Institution for the Education 
of the Deaf, Dumb, and Blind, and the House of Correction. In each case, I 
had personal interviews with the officers in charge. In most cases, the infor- 
mation and aid which I needed were courteously granted. I was gratified with 
the seeming success which had attended the opening of my mission, and was 
encouraged to undertake the second part of my work, — the representation of 
the city and village graded school system. Here again the first and greatest 
practical difficulty was to draw a plan at once comprehensive and simple for the 
arrangement and presentation of information. Without delay I visited the city 
of Adrian and, in conjunction with Professor Payne, I prepared the following 
circular to city and village graded schools : 

1776 INTERNATIONAL CENTENNIAL EXHIBITION. 1876 

CIRCULAR ON BEHALF OF MICHIGAN STATE CENTENNIAL BOARD OF MANAGERS. 

The following will indicate the information desired to illustrate the history of 
Colleges and Universities of Michigan, for the International Centennial Exhibition 
to be held in Philadelphia, 1876. This information is to be given in as concise a man- 
ner as possible : 

It is very desirable that the public school system of Michigan should be fairly rep- 
resented at the coming International Centennial Exhibition. Perhaps no other 
State or Country in the world has a system of public instruction so comprehensive 
and complete — conducting the pupil by easy stages from the Kindergarten through 
the Primary and Secondary Schools up to and through the State University. An epi- 
tome of our school system below the Universitj 7 " may be seen in the graded schools 
of our cities and larger villages; and it is particularly desirable that these schools 
be adequately represented at Philadelphia. 

This work will be simplified, and at the same time made more methodical and ex- 
act, by recollecting that it is the genius of the Michigan Graded School which is to 
be exhibited — its specific character as involved in — 

1. Its Origin, as the outgrowth of general or specz«negislation. 

2. Its Organization, as represented in Boards of Education, their officers, members, 
time and mode of their election, term of office, salaries, standing committee ; Superin- 
tendent or Principal of Schools, his relation to the Board of Education and to subor- 
dinate teachers, his duties and prerogatives; teachers, their examination and ap- 
pointment, their salaries, their specific duties as to discipline; school funds, their 
source and amount; buildings and grounds, their value, location, and arrangement as 
shown by photographs; mode of heating and ventilating buildings; school furniture 
and general appliances; libraries and apparatus; courses of study; programmes of 
recitations; grades, their number and names; rules and regulations for the gOA^ern- 
ment of superintendent or principal, teachers and pupils. 

3. Its Development, as shown by comparative statistics, showing (1) the entire 
school population; (2) the actual enrollment; (3) average number belonging; (4) 
average daily attendance; number of teachers, salaries; valuation of school prop- 
erty. 

4. Its Results, as shown by the number of pupils in each study of the course ; the 
number of pupils in each grade, and their average age ; specimens of examination ques- 
tions, and examination papers; specimens of penmanship and drawing; the extent to 
which pupils pursue the studies of the high school course ; graduates from the high 
school; cost of education per capita; the extent to which graduates from the school 
become teachers; the extent to which the high school has become a preparatory 
school to Michigan University. 

The above enumeration of topics is not designed to be exhaustive, but suggestive; 
while it is desirable that the information should be classified somewhat as above, it 
is expected that each topic will be treated as the circumstances in each case may 
suggest. 

It is further suggested that this information be embodied, so far as practicable, in 
a narrative form, "folio wing the topics in the order given above, and throwing into 
sharp outline those facts which seem to give character to the system. Materials of 
whatever nature should be arranged in the most accessible manner. Wherever possi- 
ble, tabulated statements should be made, so that the facts they embody may arrest 



EDUCATIONAL DEPARTMENT. 113 

the attention at a glance. Courses of study, programmes of recitation, statistics of 
attendance, cost of education per capita, etc., should be arranged in this form. For 
the purpose of giving some uniformity to this part of the work, it is suggested that 
the items just mentioned be tabulated as on pages 93, 105, 120,150, and 173 of Payne's 
School Supervision. 

Specimens of examination papers, of penmanship, and of drawing should be honest 
icork — they should represent what pupils are able to do under ordinary circumstances. 
In other words, they should not be prepared with an eye to display, but should ex- 
hibit the several degrees of excellence attainable in the ordinary course of instruc- 
tion. 

Convenience and accessibility will be secured by collecting the material above sug- 
gested in a bound volume, somewhat in the following order: 

1. Views of buildings, grounds, school-rooms, etc. 

2. Names of school officers, — superintendent, principal, and trustees. 

3. Statistics in tabulated form. 

4. Narrative history. 

5. Examination questions and papers. 

6. Specimens of penmanship and drawing. 

7. Catalogues and reports. 
S. Rules and regulations. 

9. Blanks filled out as in actual practice. 

It is desirable that reports in answer to this circular be made as soon as possible, 
and sent to my address at Pontiac, Mich. 

D. C. JACOKES, 
For Michigan State Centennial Board of 3fanagers. 

In the preparation of this scheme the purpose was to secure the following 
essential points : 1st, to exhibit the characteristic features, the genius, of the 
Michigan graded school system; 2d, to present this information in a manner 
the most easily accessible to the visitor and the Jury. 

This circular was issued on the 20th of December, while on the 28th of 
December was to occur the annual meeting of the State Teacher's Association 
in the city of Grand Eapids. The President of the Association, Professor 
Tarbell, extended an invitation to Governor Bagley and myself to meet with 
the teachers of Michigan on this occasion, with a view to perfect a more per- 
fect concert of action with reference to the Centennial Exhibition. The invi- 
tation was very freely accepted. Governor Bagley addressed the Association 
on the importance of making a suitable exhibit of our educational system at 
the coming Exposition. I explained the general nature of my work, and asked 
for the appointment of a committee from the Association to cooperate with me 
in carrying the enterprise to a successful issue. In response to my request a 
committee was appointed, consisting of the following gentlemen: H. S. Tar- 
bell, W. S. Perry, A. J. Daniels, Austin George, W. H. Payne. 

On consulting these gentlemen, I was requested to proceed at once to Wash- 
ington and Philadelphia with a view to ascertain the amount of space which 
would be assigued to Michigan in this department, as well as to obtain more 
exact information respecting the plan of exhibit and the specific kinds of 
information which were desirable. I immediately carried this request into exe- 
cution. At Washington I had a long interview with General Eaton, who put 
me in possession of all the information in his power. I then proceeded to 
Philadelphia, and soon found Director General Goshorn and Professor Camp- 
bell. At the very moment of my arrival, these gentlemen were overwhelmed 
with applications for space in which to display the exhibits from the various 
States. Up to this time the favorite notion seems to have been to indulge in an 
almost unlimited mural display. State after State was sending on demands 
for additional space on which to display maps, charts, drawings, tabular state- 
ments, banners, etc.. etc. In this state of perplexity, from Avhich there seemed 
15 



114 MICHIGAN AND THE CENTENNIAL. 

to be no issue, I was asked if Michigan had adopted a plan of representation. 
I replied that, in my "capacity as the Commissioner of Education for that State, 
I had drawn a plan, and that I had come to Philadelphia to ascertain whether 
it would be acceptable to the authorities in charge. The plan for the exhibit 
of graded school work was then explained in detail, and its characteristic 
feature — that of embodying the information in volumes compact and accessi- 
ble — was welcomed with the most evident satisfaction ; and I was assured that 
this general plan of exhibit would be adopted for general use. On my return 
to Detroit, a few days later, I found fresh instructions to exhibitors, which 
embodied what may be justly called the Michigan plan of representation. 

As soon as possible after my return from Philadelphia, the Centennial Com- 
mittee was requested to meet Governor Bagley and myself, for the purpose of 
drawing up a final plan for our educational exhibit. This meeting took place 
Jan. 15, 18 7G, in the Governor's office in Detroit. After considerable informal 
discussion, in which it was found difficult to agree on a plan that was mutually 
satisfactory, Prof. Payne was instructed to prepare a plan, which, with the 
approval of the Governor and myself, was to be final. This work was com- 
pleted on the 17th; was approved by the Governor, Prof. Sill, and myself; 
was printed on the 18th, and at once dispatched to every school in the State. 
This plan was accompanied by the following letter from Governor Bagley : 

CENTENNIAL CIRCULAR. 

Office of the State Board of Centennial Managers, } 

Detroit, January 17th, 187 G. j" 

To the Boards of Education, School Superintendents, and Principals : 

In transmitting the enclosed circular, the Board of Centennial Commissioners feel 
that they would be neglectful of their duty to the State should they fail to ask the 
hearty, immediate, and active cooperation of all who are engaged in educational work 
in securing a good representation of what Michigan has done and is doing in this 
direction. We boast at all times and in all places of our State as being foremost in 
the cause of general education. Let us show by our works that our boasting is not 
empty words, signifying nothing. The world is to visit the Centennial Exposition 
not alone for curiosity and sight-seeing, but also to learn; and whilst works of 
art and mechanism, of show and use, will attract the eye of careless visitors, the work 
that creates good citizens, and builds states and nations, will attract the educated 
and thoughtful mind. We plead, therefore, that the educational work of Michigan 
be thoroughly presented; we ask that, putting aside so far as is possible other duties, 
you at once take hold of the work and do it, and do it thoroughly and well. As stated 
in the circular, the work after being shown at the Centennial is to be placed in an 
alcove in the State Library of the New Capitol. What an exhibition we shall thus 
have in our own archives of the work of to-day! What a spirit of emulation and 
enthusiasm will be built up in future years by the study of the work of '76. 

To School Boards : 

The work asked for will need the time of your superintendents and teachers; this 
you must give freely. So, too, the work will take some money for photographing 
maps, stationery, etc. No appropriation has been made to cover this cost, and the 
money must either come from the school fund in your care, or by voluntary contribu- 
tions from your citizens. We feel, however, that we shall not ask in vain when we 
ask of the school officers of our good State either time or money for such a cause. 
The portfolios mentioned in the circular will be furnished by this Board. 

Very respectfully, 

John J. Bagley, 
Merrill 1. Mills, 
Jonathan J. Woodman, 
Jay A. IIubbell, 
Henry Fralick. 
D. C. Jacokes, Agent of the Board of Educational DepH. 
D. B. Briggs, Sup't of Public Instruction. 
F. W. Noble, Secretary. 



EDUCATIONAL DEPARTMENT. 115 

MICHIGAN GRADED SCHOOLS AT THE CENTENNIAL EXHIBITION. 

SUGGESTIONS RESPECTING THE PREPARATION OF MATERIAL. 

INTRODUCTION. ^ 

The Michigan State Centennial Board of Managers has appointed D. C. Ja- 
cokes, D. D., of Pontiac, to superintend the representation of the educational system 
of Michigan, at the International Centennial Exhibition at Philadelphia, which will 
open May 10, 1876. 

At a late meeting of the State Teachers' Association, at Grand Rapids, a commit- 
tee of five was appointed to assist Dr. Jacokes in the prosecution of his work. 

On Saturday, January 15th, His Honor the Governor invited several members of the 
committee to confer with Dr. Jacokes in the preparation of a definite plan of action, 
and the circular which follows is the result of their deliberation. 

177G INTERNATIONAL CENTENNIAL EXHIBITION. 187G 

CIRCULAR ON BEHALF OF THE MICHIGAN STATE CENTENNIAL 130ARD OF MAN- 
AGERS, ADDRESSED TO THE BOARDS OF EDUCATION, SUPERINTENDENTS AND 
PRINCIPALS OF GRADED SCHOOLS: 

It is very desirable that the Public School system of Michigan should be fairly rep- 
resented at the coming International Centennial Exhibition. Perhaps no other 
State or country in the world has a system of free public instruction so comprehen- 
sive and complete, conducting the pupil by easy stages through the Primary and Sec- 
ondary Schools, up to and through the State University. An epitome of our school 
system below the University may be seen in the graded schools of our cities and 
larger villages, and it is particularly desirable that these schools be adequately rep- 
resented at Philadelphia. 

Neighboring States are pushing forward this work with great enthusiasm, but up 
to this time Michigan has done nothing in this direction. Though the time which 
now remains for preparation is short, we are confident that a prompt and united 
effort on the part of Boards of Education, Superintendents, and Principals, will en- 
able Michigan to maintain an honorable rank among the States and Nations whose 
educational systems are to pass in review before the eyes of the world. 

Space ten by twenty-six feet has been assigned to the educational exhibit of this 
State. Shall this space remain unoccupied and rebuke us for our apathy ? Shall it be 
meagerly furnished, and, by comparison, establish our inferiority? Or shall it be 
generously supplied with productions which hundreds of our schools can readily fur- 
nish, and which will exhibit the organization of our educational system, its services, 
and the quality of the results actually secured? 

The short time which actually remains before the opening of the Exhibition for- 
bids a very elaborate scheme of representation; and those who have had this matter 
more immediately in charge have attempted to draw up a simple and definite plan 
which all schools may adopt, and which w r ill enable examiners to comprehend the 
essential features of our system. 

I.— PHOTOGRAPHS OR ENGRAVINGS OF SCHOOL BUILDINGS AND GROUNDS, LABORATO- 
RIES, LIBRARIES, SCHOOL-ROOMS, ETC. 

Many schools already have engravings of their buildings. These may be mounted 
and framed to be hung in the place of exhibition, or they may be included in the 
bound volume to be described below. 

Plans and elevations of buildings in the possession of boards may be reduced to the 
required dimensions and contributed to illustrate school architecture. In all cases 
where it can be done, and especially where there are no engravings or plans as above 
described, it is very desirable that photographic views be taken, not only of build- 
ings, but of school-rooms as they appear when occupied by pupils and teachers. Ma- 
terial contributed under this head will be invaluable, and a general compliance with 
this recommendation will of itself go far towards a gratifying exhibit of Michigan 
schools. 



116 



MICHIGAN AND THE CENTENNIAL. 



The following rules will be observed in the preparation of these views and plans: 

1. For wall decoration they may be of any convenient size, separately framed, or 
several may be mounted together, forming a map or chart. 

2. For exhibition in portfolios or in bound volumes, the size of these views should 
not be larger than that known to photographers as 4x4 (Q% by 8% inches). 

3. Views and plans should be marked with the names aiul dimensions of building* 
seating capacity, cost and date of erection. 

II. — STATISTICS. 

Superintendents and Principals are requested to furnish exact information on the 
following points for the school year 1S74-75, that is, from September 1874 to June 
1875, inclusive: 

AGGREGATE ITEMS. 

1. Population of the district. 

2. Number of children between the ages of five and twenty, as shown by the school 
census. 

3. Cash valuation of school property, including buildings and grounds, libraries and 
apparatus, etc. 

4. Cost of superintendence and instruction. 

5. Cost of incidentals. 

CLASSIFIED ITEMS. 






6. Absolute enroll- 
ment 

7. Average number 
belonging 

8. Average daily at- 
tendance 

9. Number of men 
teachers 

10. Number of wo- 
men teachers 

11. Number of pupils 
to each teacher, 
based on average 
number belonging; 



5 3 


3 . 

I! 


"bfl o 


o 
H 












J 
] 



12. Cost of education 
per capita for su- 
perintendence and 
instruction 

13. Cost of education 
per capita for inci- 
dentals 

14. Cost of education 
per capita for per- 
manent investm't. 

15. Total cost of edu- 
cation per capita. 

16. Aver, per capita 
cost for whole sen 1 ! 



£5 


3 O 
C3 


CO 







The following rules should be observed in computing results: 

(1.) Item No. 4 should include cost of warming, crayons, brooms, printing, janitors T 
wages, etc., etc. The aggregate sum may be found by subtracting from the whole 
amount raised for school purposes, Item No. 4, and what is used to reduce the bonded 
debt. 

(2.) Item No. 6 is found by subtracting from the whole enrollment the number of 
names recorded twice or more times. 

(3.) To find Item No. 12, divide the aggregate cost of instruction in each grade by the 
average number of pupils belonging in each grade, and to each of the three quotients add 
the per capita cost of superintendence, found by dividing the amount of the superin- 
tendent's salary by the average number belonging to the whole school. 

(4.) Item No. 13 is found by dividing the sum total of incidentals by the average 
number belonging to the whole school. This item will be the same for each grade. 

(5.) Item No. 14 is to be found by dividing the interest on Item No. 3 at 7 per cent, 
by the average number belonging to the whole school. This item will be the same for 
each grade. 

(6.) To find Item No. 15, add Items 12, 13, and 14 undgr each grade. 

(7.) To find Item No. 16, divide the sum of items 4 and 5, added to the interest on 
Item No. 3 at 7 per cent, by the average number belonging to the whole school. 

Particular attention is directed to items 12, 13, 14, 15, and 16. Next in importance 
to the question what have we done? is the question at what cost? Correctly calculated 
and clearly stated, these facts will serve a most important purpose. 



EDUCATIONAL DEPARTMENT. 11 T 

The statistical matter embraced in the above analysis may be presented in either 
of two ways: (1) It may be embodied in a chart for wall exhibition, in which case it 
should be rendered easily legible; or better, (2) it may be tabulated in concise form 
and included in the bound volume. In all tabulated statements the greatest atten- 
tion should be paid to clearness. Bring each fact into sharp outline, so that the 
scheme may be self-interpreting. 

III.— EXAMINATION QUESTIONS AND P AIDERS— PUPILS' WORK. 

The only feasible way to exhibit the actual results of our system of schools seems 
to be to present honest specimens of examination papers prepared by pupils. To 
collect such papers from entire classes in every grade where writing is taught, and in 
each of three or four studies, would, in our opinion, serve no good purpose, but 
would, by the vast mass of material, prevent such an examination as would reveal 
the real quality of results. We have, therefore, sought to simplify this most im- 
portant work of preparation, and at the same time to secure all the really valuable 
ends intended by this part of the exhibition. We recommend that examination pa- 
pers be prepared as follows: 

1. In the High School grade, let three series of papers be prepared. — one by a class 
in Mathematics (Algebra or Geometry), one by a class in Natural Science (Physical 
Geography, Natural Philosophy, Natural History, or Physiology and Chemistry), 
and one in Language (English Grammar, Rhetoric, History, English Literature, 
French, German, Greek, or Latin). 

2. In the Grammar grade two series of papers, — one by a class in Arithmetic, and 
one by a class in Geography. 

These papers are to be prepared strictly subject to the following rules: 

Rule 1. — None but bona fide pupils are to be included in the class, and no members 
of the class are to be excused for the purpose of raising the quality of the results. 

Rule 2. — All papers shall be prepared between the first and fifteenth days of Febru- 
ary, 1876. Not more than four hours shall be allowed for the preparation of a paper 
on any one topic, and this time shall include the entire work from the time the ques- 
tions are placed before the pupil to the completion of the copy submitted. 

Rule 3. — The ground of the examination shall be the work clone within the current 
school year, according to the course of study, which course of study shall accompany 
all manuscripts sent for exhibition. 

Rule 4. — Questions by whom prepared and precautions to be observed. The questions 
for examinations shall be prepared by the superintendent of schools, or some other 
person not engaged in the instruction of the class or classes under examination; and 
the utmost care shall be taken that no information in regard to the nature or topics 
of the questions be circulated among the pupils, and that no intimation of the ground 
of examination, except as in Rule 3, to be given to the teachers of the classes to be 
examined previous to the time of examination. 

Rule 5. — Title page and declaration of chief officers. A title page after the following 
form shall be inserted in every volume, collection, or set of manuscripts designed for 
exhibition; and no papers shall be admitted for exhibition unless accompanied by a 
declaration from the principle executive officer of the school or other institution of 
learning thereby represented that said papers were executed in accordance with the 
above rules and Rule 6, as below : 

(Name of Institution or School System.) (Location.) 

MANUSCRIPTS OF EXAMINATION OF 

(Insert here the grade or grades of the class or classes Examined.) 

BEING THE YEAR OF THE COURSE IN 

(Insert here the subjects of the examination.) 

HELD 

(Insert here the date of examination.) 

ONE ENTIRE CLASS REPRESENTED. 

The class has pursued this study . 

Whole number of pupils in the grade, ; average age, . 

Whole number of pupils in the class represented, ; avei'age age, . 

Per cent of whole number represented, ; whole number of pupils in all the schools, . 

Rule 6. — Headings of manuscripts and declarations of students or pupils. Every 
manuscript of every pupil or student should be headed in the pupil's own hand- 
writing, with his name, age, grade, or class; the name of the school or institution of 



118 MICHIGAN AND THE CENTENNIAL. 

which his class is a part, and the date of the examination; and at the foot of the last 
page it should contain, also in the pupil's own handwriting, a minute of the time 
taken for the writing of the paper, which must include the whole time elapsing from 
the putting of the questions before the pupil to the handing in of the copy exhibited. 
On the completion and handing in of any manuscript or specimen for exhibition 
under Class 1, the student or pupil should make the following declaration on a separ- 
ate slip of paper over his own signature, viz.: 

"This accompanying manuscript was written by myself without aid from any 
source. 1 ' 

The manuscripts of every class shall be accompanied by a written declaration by 
the teacher, or from the one who had charge of the pupils of the class at the time of 
the examination, that the entire work of the class was done under his own eye, and 
that all the regulations were observed as herein prescribed. These certificates, writ- 
ten on separate sheets of paper, shall be sent to the superintendent or other officer 
having the direction of the examination. They need not, however, be sent to the 
Exposition. 

Rule 2. — This manuscript work shall be written on letter paper of the ordinary 
size (about 8^ by 103^ inches), leaving margins for binding 1% inches wide. 

Rule 8. — The questions to be answered should be written directly above each 
answer in all manuscripts presented for exhibition. 

Rule 9. — All the papers prepared by a class shall be presented for exhibition. 

Rule 10. — Classes examined shall be composed of different sets of pupils; that is, 
no pupil shall have more than one paper on exhibition. 

IV.— NARRATIVE HISTORY. 

For the purpose of giving unity and perspicuity to the exhibit of each school, it 
is recommended that each superintendent or principal prepare a narrative history of 
the school under his charge, throwing into sharp outline those facts which seem to 
characterize the system. This history may embrace information falling under the 
following heads: 

1. The organization of the school, whether under the general law or under special 
act (if under a special act, let it be quoted); date of organization; board of trustees, 
its officers, members, time and mode of their election, term of office, salaries, stand- 
ing committees; superintendent or principal, his relation to the board and to subor- 
dinate teachers, his general duties and prerogatives; teachers, their examination 
and appointments, their salaries, their specific duties as to discipline; school funds, 
their source and amounts; buildings and grounds, their value, location and internal 
arrangement as shown by drawings and plans; mode of heating and ventilating 
buildings; school furniture and general appliances; libraries and apparatus; courses 
of study; programmes of recitation ; grades, their number and names; rules and 
regulations for the government of superintendent or principal, teachers and pupils. 

2. Results, as shown by the number of pupils in each study of the course; the 
number of pupils in each grade, and their average age; the extent to which pupils 
pursue the studies of the high school course; graduates from the high school; the 
extent to which graduates from the school become teachers; the extent to which the 
high school has become a preparatory school to Michigan University. 

The above enumeration of topics is not designed to be exhaustive, but suggestive; 
while it is desirable that the information should be classified somewhat as above, it 
is expected that each topic will be treated as the circumstances in each case may 
suggest. 

This narrative history should, if possible, be printed in clear, bold type ; but when 
this cannot be done, it should be very legibly written on paper like that prescribed 
for examination papers, leaving a margin for binding. 

V. — ARRANGEMENT OP MATERIAL. 

It is of the utmost importance that all material sent for exhibition be arranged in 
an attractive and convenient form; to this end we recommend that as much as possi- 
ble of the material above described be included in a single bound volume, somewhat 
in the following order: 

1. Views of buildings, grounds, school rooms, etc., — mounted to correspond in size 
with the paper heretofore prescribed; photographs of officers, teachers, etc. 

2. Names of school officers, superintendent, principal, and teachers. 

3. Statistics in tabulated form. 

4. Narrative history. 



EDUCATIONAL DEPARTMENT. 119 

o. Examination questions and papers. 

G. Catalogues and reports. (It is very desirable that complete sets of these docu- 
ments be sent to the Board of Managers for preservation in the State Library.) 

7. Kules and regulations not contained under above (G). 

S. Blanks filled out as in actual practice. Several small blanks may be mounted on 
one sheet, but the larger ones should be mounted separately. Those larger than the 
page may be folded. 

This volume, strongly bound, should be stamjped with the name of the school send- 
ing it. A duplicate volume might be prepared at but little additional expense, and 
be preserved in the school as a Centennial memorial. Even if no other good purpose 
were subserved by this work than the compilation and preservation of school history, 
it will be worth many times its cost. The volume sent to the exhibition will be 
finally deposited in the State Library at Lansing. 

Schools which cannot find facilities for binding at home may send their material to 
State Centennial Board, who will prepare the volume at the lowest obtainable rate. 

VI.— ARCHITECTURE OF COUNTRY SCHOOLS. 

Scattered throughout our State are country school houses which are models of 
elegance and convenience, and these deserve representation beside the more costly 
bnildings of our cities. The superintendent or principal of schools at each county 
seat is particularly requested to secure a photographic view oi the best country 
school house in his county. In most cases this can be secured by an appeal to the 
Board of Trustees of the given district. The ex-county superintendent will be most 
competent to select the house which is to be represented. 

The above is intended as the minimum of preparation which schools should make 
for the Centennial exhibition. We wish it to be clearly understood, however, that 
schools which are prepared to exceed these limits are most cordially invited to do 
so. We wish each school to be represented in the most creditable manner, and we 
place no limit on individual enterprise and public spirit. Whatever is sent will be 
employed in the most judicious manner possible, and in a way to reflect most credit 
on the respective schools. 

VII.— TRANSMISSION OP MATERIAL. 

The material, having been prepared as herein suggested, should be securely boxed 
or otherwise carefully packed, and forwarded, with charges prepaid, to State Centen- 
nial Board of Managers, room 11 Bank Block, Detroit, Mich. 

Articles designed for exhibition should be sent at the earliest practicable day, and in 
no case later than April 1st, 1876. 

D. C. Jacokes, 
For the State Centennial Board of Managers. 
H. S. Tarbell, 
W. S. Perry, 
W. H. Payne, 
For the Committee of the State Association. 
Detroit, January 17, 1S7G. 



120 



MICHIGAN AND THE CENTENNIAL. 



II.— CATALOGUE OF 



THE EXHIBIT IN 
EDUCATION. 



THE DEPARTMENT OF 



STATE EDUCATIONAL INSTITUTIONS. 


Vols. 

16 


DESCRIPTION. 


University of Michigan, Ann Arbor. 


Students' Theses (5) ; Drawings from the 


James B. Angell, Pres. 




Engineering Department (2); Micro- 
scopic Drawings (5) ; History of the Uni- 
versity, by Prof. Adams(l) ; Description of 
the Art Museum, by Prof. Frieze (1) ; 
Chart of the Educational System of 
Michigan (1) ; Calender of the Universi- 
ty (1). 


Agricultural College, Lansing 


3 


Students' Work (3); Forestry of Michigan 


T. C. Abbot, Pres. 




(1) ; Chart of Mich, for 1836 (1) ; chart of 
Mich, for 1876 (1); Map of the College 
Farm, Garden, and Lawn (1). 


Institution for the Education of the 






Deaf, Dumb, and Blind, Flint 


1 


Pupils' Work (1); one bedstead made by a 


Prof. Bangs, Prin. 




blind boy, and bedding made by a blind 
girl; the Lord's Prayer in needle work; 
a pair of calf boots elegantly made by a 
deaf and dumb pupil; basket work by 
blind pupils. 


State Public School, Cold water 


2 


Pupils' Work (1) ; History of the Institutional). 


Lyman P. Alden, Supt. 






State Reform School, Lansing 


3 


Students' Work, History, Photographs, 


Frank M. Howe, Supt. 




Catalogue. 
History, Photographs. 


Asylum for the Insane, Kalamazoo.. 


1 


Nor m al School, Ypsilanti 


2 


Students' Work, History, Photographs. 


Joseph Estabrook, Prin. 




graded schools. 






Adrian 


1 


Pupils' Work, History, Engravings, Photo- 
graph, Rules and Regulations, Blanks. 


W. H. Payne, Supt. 




Ann Arbor 


1 


Pupils' Work, History, Engravings, Photo- 


W. S. Perry, Supt. 




graphs, Rules and Regulations, Blanks, 
Drawings. 


Battle Creek 


1 


Pupils' Work, History, Photographs, Rules, 
Blanks. 


I. L. Stone, Supt. , 


Bay City 


5 


Pupils' Work, History, Photographs, 
Blanks. Rules, Drawings. 


I. W. Morley, Supt. 




Benton Harbor 


2 


Pupils' Work, Rules. 


Valois Butler, Prin. 






Brooklyn 


1 


Pupils' Work, Photographs. 


David B. Haskins, Prin. 




Coldwater 


2 


Pupils' Work, History, Photographs, Rules, 
Blanks, Drawings, Maps. 


D. Bemiss, Supt. 




Calumet 


1 


Pupils' Work, History, Photographs, Rules, 


Edwin T. Curtis, Supt. 




Blanks. 


Detroit. 


5 


Pupils' Work, History, Photographs, Draw- 
ings, Maps, Penmanship. 


J. M. B. Sill, Supt. 




East Saginaw 


11 


Pupils' Work in all grades where writing 
is taught, History, Photographs, Rules, 


Horace S. Tarbell, Supt. 








Blanks, Penmanship. 


Flint 


1 


Pupils' Work, History, Photographs, Rules, 
Blanks. 


T. W. Crissey, Supt. 




Jonesvijle 


1 


Pupils' Work, Photographs, Maps, History. 


J. D. II. Cornelius, Supt. 




Grand Rapids 


3 


Pupils' Work, History, Photographs, 
Blanks, Rules, Drawings. 


A. J. Daniels, Supt. 





EDUCATIONAL DEPARTMENT. 
II.— CATALOGUE— Continued. 



121 



STATE EDUCATIONAL INSTITUTIONS. 



Howell 

W. Carey Hill, Supt. 
Hillsdale 

Chas. G. Robertson, Supt. 
Kalamazoo 

Austin George, Supt. 
Ioni a 

W. J. Ewing, Supt. 
Lansing 

E. V. W. Brokaw, Supt. 
Niles 

Cyrus B. Thomas, Supt. 
Pontiac 

Joseph C. Jones, Supt. 
Saginaw City 

C. A. Gower, Supt. 
St. Johns . 

W. R. Clark, Supt. 
Wyandotte 

J. Burke, Supt. 

DENOMINATIONAL SCHOOLS. 

Adrian College (Protestant Metho 
dist) 

Geo. B. McElroy, Pres. 
Albion College (Methodist Episco- 
pal)- 

Geo. B. Jocelyn, Pres. 
Hope College, Holland (Reformed 

Dutch Church) 

Philip Phelps, Pres. 
Hillsdale College (Free Will Bap- 
tist) 



DeWitt C. DuRGiN,Pres. 
Kalamazoo College (Baptist) 

Kendall Brooks, Pres. 
Olivet College (Congregational) 

John H. Hewitt, Acting Pres. 
Raisin Valley Seminary (Friends).. 

Oliver G. Owen, Prin. 
Ladies' Academy, Monroe (Presby- 
terian) 

E. J. Boyd, Prin. 



Detroit Medical College 

Edward W. Jenks, Pres. 

commercial colleges. 
Goldsmith's, Detroit 



Parson's, Kalamazoo. 
Mayhew's, Detroit. .. 



Pond's. Ann Arbor 



Vols. 



15 

1 

3 



DESCRIPTION. 



Pupils' Work, History, Photographs, 

Blanks. 
Pupils' Work, History, Photographs, 

Blanks, Rules. 
Pupils' Work, History, Photographs, 

Blanks, Rules. 
Pupils' Work, History, Photographs, Rules. 

Pupils' Work, History, Photographs, 

Blanks, Rules. 
Pupils' Work, History, Photographs, 

Blanks, Rules. 
Pupils' Work, History, Photographs, 

Blanks, Rules. 
Pupils' Work, History, Photographs, 

Blanks, Rules, Penmanship. 
Pupils' Work, History, Photographs, 

Blanks, Rules. 
Pupils' Work, History, Photographs, 

Blanks, Rules. 



History, Statistics, Location, Course of 
Study, Photographs, and Drawings. 

History, 

History. 

History. 
History. 
History. 
Pupils' Work, Histoiy. 

Pupils' Work, Histoiy, Statistics. 

Histoiy, Statistics, Course of Study. 



Histoiy, Photographs, complete set of 
Books by Pupils, covering entire course. 

Pupils' Work, Photographs, History. 

Students' Work, illustrating a complete 
system of commercial education. The 
scientific and moral considerations under- 
lying a correct system of commercial ed- 
ucation. 

A new system of book-keeping; 1 chart. 



122 



MICHIGAN" AND THE CENTENNIAL. 
II.— CATALOGUE— Continued. 



STATE EDUCATIONAL INSTITUTIONS. 


Vols. 

1 
1 
1 
1 
1 

1 
1 

1 
1 

1 

1 

1 

15 

5 

11 

3 

152 


DESCRIPTION. 


CHURCHES. 

Baptist 


Origin, History, and Progress, by Rev. A. 
Owen, D. D. 

Origin, History, and Progress, by Rev. E. 
H. Pilcher, D. D. 

Origin, History, and Progress, by Rev. Geo. 
Duffield, D. D. 

Origin, History, and Progress, by Rt. Rev. 
Bishop McCroskey, D. D., D. C. L., Oxon. 

Origin, History, and Progress, by Rev. Phil- 
ip Phelps, D. D., President of Hope Col- 
lege. 

Origin, History, and Progress, by Rt. Rev. 
Bishop Borgess, D. D. 

Origin, Histoiy. and Progress, bv Philo R. 
Hurd, D. D. 

History, Photographs. 
History, Photographs. 

Organization and History, by TV. P. Innis. 
Organization and History, by TV. P. Innis. 
Organization and History, by Rev. J. Rus- 
sell. 

A complete set of Reports of the Superin- 
tendent of Public Instruction; furnished 
by Hon. Daniel B. Briggs. 

Complete set of Reports. 

Complete set of Reports. 

A collection of the newspapers published 
in Michigan, by T. S. Applegate of the 
Adrian Times; a History of the Press in 
Michigan, by T. S. Applegate. 


Methodist Episcopal 


Presby teri an . . 


Protestant Episcopal 


Reformed Church 


Roman Catholic 


Congregational 


PENAL INSTITUTIONS. 

State Prison, Jackson 


House of Correction, Detroit 

SECRET SOCIETIES. 

Royal Arch Chapter. 

Commandery of Knights Templar.. 
Independent order of Good Templars 

MISCELLANEOUS. 

Department of Public Instruction... 
Pomological Society. 


Board of Agriculture 

The Press of Mich 




(Whole number of volumes) 





Mural Charts. — Showing location of schools and comparative school statistics of 
Michigan. (3). 

Mural Chart.— Detroit City Schools. 

Engravings. — Michigan School Buildings. 

Map. — An ancient French map of Michigan. 

Chart.— Chart and Key of the Educational System of Michigan, and the Denomina- 
tional Colleges, published by the State Centennial Board. 

Maps.— Map of Lake Superior and the Mining Regions; of the Central Portions of 
Central Michigan. 

Cases.— 1 Silvered Case of Foreign Birds; 1 Silvered Case of Land and Tree Shells; 
1 Silvered Case of Marine Shells. These Cases were furnished by R. A. 
Beal, of Ann Arbor, and the collections themselves by J. B. Steere, a 
graduate of Michigan University, who has spent five years in foreign 
countries in making a vast and varied natural history collection. 
Case of Pharmaceutical Preparations from the University. 
Specimens of School Desks from the Michigan School 2>lanufacturiug Com- 
pany, Northville and Detroit. 
Specimen of Recitation Seat, Ann Arbor. 



EDUCATIONAL DEPARTMENT. 123 

The articles above enumerated were exhibited within a space of eleven by- 
twelve feet. The volumes were kept in an upright case with glass doors, and 
were submitted to the inspection of those only who were interested in work of 
this character. I was instructed by those who placed the volumes in my charge 
to protect them from all needless injury by handling, but to allow free access 
to all who might desire to examine them- attentively. 

Most of the volumes presented by the public schools were large quartos, ele- 
gantly bound in full Morocco. Had these been subdivided by topics, as might 
have been done, and was really done in many instances, our catalogue might 
have been greatly extended. Superficial observers were no doubt disappointed at 
the seeming smallness of Michigan' s exhibit in this department; but a slight 
examination revealed the fact that there was here contained in compact, 
accessible form all the material really needed for the study of our educational 
system. As showing the estimation in which our exhibit was held by those 
who desired to study and understand our system of education, the fact may be 
mentioned that certain foreign commissioners spent whole days in examining 
these volumes, and even copying large portions of some of them. 

Another complimentary fact deserves mention. It was a subject of univer- 
sal remark and commendation, that the pupils' work was unmistakably honest, 
that nothing had been clone to conceal faults or highten effect, that the exhibit 
revealed the every day work actually done in Michigan schools. 

One of the most distinguished foreign commissioners remarked: " School 
children at home make mistakes ; I observe that pupils in Michigan do the 

same, though I notice that in — the work is perfect, — there children make 

no mistakes; your work is instructive, — from their work I can learn nothing.'- 

The schools of the State will long remember their "Centennial Examina- 
tion;" and better still, these schools will long feel the influence for good, 
which was a direct result of the preparation of these papers. The simple fact 
of writing on paper ruled as required by the instructions has had a most salu- 
tary influence. Written examination has now become a means of culture. 
The matter of the paper is no longer the sole or even the chief question ; its 
form, its division into paragraphs, the style of penmanship, spelling, punctua- 
tion, clearness of expression, — all these features have been assigned their true 
value. This one result is worth all the time and money which the Centennial 
examination cost. 

Some portions of this exhibit deserve special mention in this report. One of 
the most creditable features, and one unusually commended, was the sample of 
penmanship from the city of Detroit, where this branch of instruction has been 
for several years in charge of Prof. Newby. These samples of writing were 
from entire classes in all grades where penmanship was taught. They are 
models of neatness and accuracy, and are a good illustration of the culture 
which may be attained, even in simple matters, by steady adherence to a. 
rational plan of instruction. 

The drawings from the Polytechnic School of the University were especially 
commended, not only for their beauty and accuracy, but because they were 
real work, — not copies from other drawings, but representations of actual 
objects. 

The microscopical drawings from the University were noticeable for the 
delicate accuracy with which they were executed. These too were representa- 
tions of the real objects as seen under the microscope, and not copies of copies. 

Superintendent TarbelPs volumes exhibited the whole range of graded school. 



124 MICHIGAN AND THE CENTENNIAL. 

work, from the point where pupils begin to write up to and through the High 
School. His exhibit was more comprehensive than any other in this depart- 
ment, and thus represented the entire graded school system of Michigan. 

These volumes, having served their purpose in the great Exposition, will be 
permanently placed in the State Library at Lansing. In this way they will not 
only serve to commemorate this celebration of our Centennial year, bat will fur- 
nish those who come after us with the means of estimating the progress of 
Michigan in the work of education. 

Our State Public School for dependent children, unique in organization and 
purpose, was the subject of profound study by the philanthropists of all na- 
tions, who saw in it a hitherto unrealized ideal. It is not too much to say that 
this institution has thus become a model for universal imitation. 

Judge Campbell was requested to prepare a sketch of the legal history of 
Michigan. This he generously consented to do, and at once proceeded to exe- 
cute his task. The work grew upon his hands from the mere sketch at first 
proposed to the dimensions of a volume ; and we have as the result by far the 
ablest and most complete history of Michigan yet published. This of itself is 
one substantial result of the effort to worthily represent Michigan at the Expo- 
sition.* 

The History of the Press of Michigan, prepared by T. S. Applegate, involved 
a, great amount of labor, and reflects credit on the compiler as well as upon the 
enterprise of the editorial fraternity of the State. As a matter of history for 
future reference, this collection of information is of the greatest value. 

III.— THE AWARDS. 

The judges in the Department of Education and Science at the Centennial 
Exhibition were the following : 

Andrew D. White, LL. D., President of Cornell University. 

D. C. Gillman, LL. D., President of John Hopkins University, Baltimore, 
Md. 

John W. Hoyt, M. D., LL. D., Madison, Wis. 

Sir Charles Reed, London, England. 

Juan J. Marin, Spain. 

Otto Torell, Director of the Geological Survey of Sweden. 

M. Touret, Paris, France. 

John M. Gregory, President of Illinois Industrial University, Champaign, 

The educational exhibit from Michigan was visited by the judges in a body, 
and each volume was carefully examined. The awards, consisting of medals 
of uniform design, accompanied by diplomas which specify the points of excel- 
lence, have not yet been received, and but little more can be done under this 
head than to name the successful competitors, which are as follows : 

1. To the Centennial Educational Committee, Michigan, for general educa- 
tional exhibits. 

2. To the Michigan State University, for microscopical exhibits, etc. 

3. To the Industrial School for the blind, deaf, and dumb, Flint, for pupils' 
work. 

4. To the Michigan State Agricultural College, for collection of woods. 

* Outlines of the Political History of Michigan. By James V. Campbell. 8vo., pp. 606. Detroit, 



EDUCATIONAL DEPARTMENT. 125 

5. To the School for Dependent Children, Coldwater. for plans, drawings, 
reports. 

6. To Board of Education, Detroit, for school furniture. 

7. To Board of Education, Ann Arbor, for pupils' work. 

8. To Board of Education, Adrian, for pupils' work. 

IV.— TO WHAT EXTENT DO OUR PUBLIC SCHOOLS CONTRIBUTE TO 
THE FORMATION OF GOOD CITIZENS? 

The Universal Expositions held at London, Paris, and Vienna, were Interna- 
tional Fairs for the exhibition and comparison of national industries. To a 
greater degree than any other, our Centennial Exposition was characterized by 
this pronounced industrial feature. Though the merely beautiful or orna- 
mental, appealing exclusively to the aesthetical nature, was seen on every hand, 
still the basis of all final judgments upon the relative merits of a nation's dis- 
play was utility. 

The queries which prepossessed every thoughtful visitor were, What is this 
good for? How does it minister to human comfort? How large an element of 
human happiness is involved in its use? To what degree will it relieve human 
toil of unnecessary burdens? 

It was on this basis that the competing nations were assigned their respective 
places in the scale of civilization. Thus Russian industries were brought into 
comparison and contrast with Turkish industries, French with German, Belgian 
with Italian, British with American, each with every other. If civilization 
means one thing more than another, it means human supremacy over natural 
forces and natural products, for man's good — the training of natural agents to 
do man's work and to run on his errands — the working up of material into in- 
finitely diversified forms for man's use. 

While the basis of these diverse judgments was utility, it was the useful as 
wrought into beautiful and symmetrical forms. As symmetry involves just 
proportion, the eminently useful involves the symmetrical, and hence the beau- 
tiful. Whether it be the mighty Corliss engine or a tiny mantle clock, modern 
industry clothes each with graceful outlines, embodies the beautiful in the use- 
ful, and thus causes an object which ministers to our material comfort to min- 
ister as well to our gesthetical enjoyment. 

The industrial spirit, that force which impels the nations to utilize natural 
forces and material for man's pleasure and profit, has become the spirit of the 
age. Human intelligence is everywhere at work on these industrial problems, 
and national greatness rises or falls in proportion as the nation's workmen apply 
intelligent skill to diversified forms of industry. So multiplied have become 
the means of intercommunication by steamer, telegraph, and railway, that the 
old barriers between the world's markets have been broken down, so that men 
buy at home or abroad, wherever their needs can be best supplied. 

Nations will sell and grow rich just in proportion as their products are useful, 
diversified, and of excellent quality ; and lines of traffic will fluctuate as the 
centers of such production pass from nation to nation. 

The causes which thus affect international trade and, by implication, national 
prosperity and growth, determine also the relative prosperity and growth of the 
subdivisions of a nation, — its States, districts, and cities. Centers of remunera- 
tive industry will be located wherever skilled labor abounds and is employed in 
the production of articles which excel in quality and style. 



126 MICHIGAN AND THE CENTENNIAL. 

But this comprehensive law, which involves nations, States, and cities, ex- 
tends its influence even to the individual, so that there is absolutely no escape 
from its requirements, save on condition of enduring its penalties, poverty, weak- 
ness, and decay. 

Whether, therefore, we think of ourselves as a nation subject to competition 
with other nations, as a State subject to competition with other States, or as 
individuals subject to competition with other individuals, the lesson is one and 
the same, skilled industry is the sure road to prosperity and progress. 

This is the economic lesson impressed by the Centennial Exposition, and it 
will determine a readjustment of the world's industries. 

But on what basis will this readjustment be made? Here we are brought to 
consider and interpret the grand, the universal lesson of the Exposition. Back 
of the industrial problem, and involving its solution, is the problem of indus- 
trial education, — the ways and means of giving such scope and direction to 
popular education as will foster national industry and state industry, as will 
create a taste for some department of industrial art and at the same time sup- 
ply the means for its successful practice. Thus the very basis of national pros- 
perity is universal education, giving breadth, depth, and versatility to human 
thought, and supplying, in large measure, those elements of practical knowl- 
edge which will soonest and most efficiently fit the pupil for some variety of 
useful labor whereby he may earn an independent and respectable livelihood. 

It is every day becoming more and more apparent that true protection con- 
sists, not in forbidding us to buy what we need abroad, but in teaching us to 
manufacture better and cheaper articles at-home, and out of our abundance 
turning the current of trade in our favor. It is on this basis that Italy is 
reconstructing her industrial condition, and the sagacity of her statesmen is 
evinced by the far-seeing measures contemplated for her relief. 

" For a long time we Italians have been bewailing our national poverty. Some 
attribute the fault to our constitutional indolence, some to our past political 
servitude, some to the priestcraft which has always kept us in the background, 
some to the inconsiderate government of the Liberals, prodigal in expenditures 
which are unproductive, but stingy in those which are remunerative. 

"None of these, in my opinion, disclose the seat of the evil. The true cause 
of our empty exchequer is in our incapacity to furnish useful and valuable pro- 
ducts at a moderate price, — the two conditions which are completely fulfilled 
by producers abroad. 

"But why are their abilities for production better than ours? The reply is 
simple : We are not taught to do work equally useful, and hence purchasers 
bring us no income. Hence, in order to overcome this deplorable inaptitude, 
our first necessity is to provide for that kind of instruction which will make 
such industries possible, otherwise we shall never extricate ourselves from our 
present embarrassment. 

"But what must this branch of instruction be?" * 

This question asked in behalf of Italy is worthy of universal attention; its 
answer is of momentous importance to the United States, to Michigan, to every 
intelligent citizen. 

The keynote of this whole discussion was most admirably struck by Governor 
Bagley in his retiring message : "Are we doing our educational work in the best 
way? Are our schools all they ought to be? Ho they help our children as 

*La Rivista Euvopea, Agosto, 1S76, OH TusegnamenU del Disegno nolle noslre Scuole Elementarie 
by Pietro Selvatico, 



EDUCATIONAL DEPARTMENT. 127 

much as they should in the practical things of life, and fit them to be produc- 
tive, self-helping citizens? In times of financial depression like the present, 
when we fully realize that the only way tip and out is through the productive 
industry of the people, the question is a pertinent one." 

A most important purpose contemplated in the organization of our educa- 
tional exhibit was to collect information which might be made to bear directly 
on the prosperity of our schools, and Hirough them on the prosperity of our 
citizens. With this end in view I relaxed no effort during my attendance on 
the exposition to obtain information bearing on this question from every avail- 
able source, with the hope that, having taken stock of our own educational 
progress, we might make whatever readjustments are necessary, and thus make 
our school system still more worthy of the encomiums bestowed upon it. It is 
hoped that the following analysis may assist in forming some clear notions on 
the question now under discussion : 

1. To what extent does our system of public instruction fulfill the ends con- 
templated in its organization? 

Erom the fact that the State assumes the general direction of public educa- 
tion, it follows that the schools are parties to a virtual contract whereby they 
are pledged to execute certain trusts. What is the consideration which the 
State has in view and is entitled to receive from the schools? Good citizens. 
As between citizens who are self-supporting and contribute to the prosperity 
and permanence of our civil institutions, and citizens who are dependent and 
are an element of weakness and danger, the advantages are so decidedly on the 
side of the former that the State makes an immense gain by assuming the tem- 
porary charge of their training. 

What elements are involved in good citizenship? Intelligence, virtue, and 
industry. 

The question asked at the head of this paragraph will be answered just in 
proportion as we are able to discern the influence which our schemes of popu- 
lar education has on each of these three objects. 

(1.) Intelligence implies breadth of mental view, accuracy of judgment, and 
diversified knowledge. In intellectual culture, the art of arts is Reading. By 
this art we are brought within reach of all that is instructive and inspiring in 
literature. This art puts us in possession of the accumulated knowledge of 
the past, and thus enables each generation to take advantage of the wisdom 
and experience of all the generations which have preceded. Again, reading in 
its true sense, the art of interpreting written composition, constrains us to 
rethink the thoughts of our author, and thus brings us into some measure of 
equality with him. 

The one art of reading, then, gives us diversified knowledge, and when worth- 
ily employed, almost of necessity broadens our mental vision and contributes to 
the solidity of our judgment. 

Now, the public schools have made us a nation of readers, and if they con- 
ferred no benefit save this, they would still be worthy of support at public 
charge. 

But the study of Geography is almost as universal as that of reading, and 
this, furnishing the pupil with varied and valuable knowledge, makes him cos- 
mopolitan and catholic. A survey of the world, as this science presents it, 
must liberalize and enlighten every mind not constitutionally small. 

The study of Number, even more universal than that of Geography, induces 
the habit of exact reasoning from established data to necessarv conclusions. It 



128 MICHIGAN AND THE CENTENNIAL. 

is a systematic training of the judgment in the most effectual manner, even 
though the formal rules of logic are lost sight of. 

The study of Grammar, by teaching the art of classification, is a virtual in- 
troduction to formal logic, and, when intelligently pursued, is an invaluable aid 
in developing the reasoning faculties. 

These subjects are almost universally pursued in our common schools ; and 
even if we were to close our examination at this point, we would be justified in 
the assertion that our scheme of public instruction makes ample provision for 
the training of intelligent citizens. 

If, however, we inquire into the nature of our secondary instruction given in 
the high schools, which form a characteristic feature of the Michigan school 
system, we shall find fresh proofs of the utility of our public schools. Here 
the study of history, literature, and language cultivates and confirms a taste 
for reading, gives still greater breadth to the mental vision, and furnishes prac- 
tical exercises in problematic reasoning, that mode of reasoning which is 
brought to bear on the solution of the every-day problems of life. Algebra 
and Geometry give greater perfection to demonstrative reasoning, while the 
tendency to dogmatize which is fostered by mathematical studies is counter- 
acted by the natural sciences, as well as by the literary studies just mentioned. 
The study of the experimental sciences, when properly pursued, inculcates the 
necessity of deliberation, and communicates an element of candor and impar- 
tiality to human judgment, that attitude of mind which fits Us for bringing 
judicial fairness to bear on the perplexing questions which are ever presenting 
themselves for solution. 

(2.) With respect to the influence of general education on public morality, 
there are two extreme views. The American theory is that the surest defense 
against the encroachments of crime is education, while the theory based on 
human evolution is that education has little or no influence on morality.* 
Like all extreme views, each has a measure of truth and a measure of error, 
while the absolute truth lies between. It is undoubtedly true that merely to 
know the right way induces many men to pursue it, while to know the wrong 
way induces them to shun it; but it is also true that many do wrong, and even 
persist in doing wrong, with a full knowledge of what they are doing and what 
the inevitable consequences will be. 

All this is equivalent to saying that while we are born with predispositions 
which may and often do overrule the decisions of an enlightened judgment, we 
are also subject to influences which may modify character. It may be affirmed, 
then, that within certain limits the direct influence of public school instruction 
is in favor of public morality. It remains to be shown how its indirect influ- 
ences are still more far-reaching and effective. 

Statistics relating to the '"'dangerous classes" show that there is a marked 
uniformity between criminality and idleness, f Of this uniformity three explan- 
ations are possible : 

(1), Idleness is the cause of criminality ; (2), Idleness is the effect of crimi- 
nality ; (3), Idleness is sometimes the cause and sometimes the effect of crimi- 
nality, according as the criminal habit is acquired or innate. As in the former 
case, there is a reason to believe that the third explanation embraces what is 

*The fact is that scarcely any connection exists between morality and the discipline of ordinary 
teaching. Mere culture of the intellect (and education as usually conducted amounts to little 
more) is hardly at all operative in conduct.— Spencer (Social Statics, p. 382). 

t"Of 889 men in the State prison in 1875, 793 had never been apprenticed, and of 334 received in 
1876, 17 only had ever been apprenticed."— Governor Bagley's Message. 



EDUCATIONAL DEPAKTMENT. 129 

true in each extreme hypothesis, and is therefore the true one. There is no 
valid ground for believing that the education given in our public schools has 
any certain efficiency in curing crime, especially where the criminal habit is 
innate ; but there are the best of reasons for thinking it prevents crime. Those 
■who have had the training of children in family or in school have discovered 
that the great secret of success is preoccupation. 

In the first place, the mind must be occupied with something : to think is 
inevitable. Just in proportion, then, as our schools furnish worthy subjects for 
contemplation and study, they preoccupy the mind against the intrusion of evil 
thoughts, and so have an indirect though still powerful moral tendency. The 
varied information supplied by reading, topics for reflection derived from geog- 
raphy and history, the pursuit of truth encouraged by the natural sciences, and 
the refined tastes inspired by literature, all conspire to give worthy employment 
to the mind, and so promote right thinkings — the very basis of right action. 
It is simple vacuity, ennui, the painful unrest; caused by the want of something 
to think about, that leads men to spend their leisure to such a bad purpose ; 
and so, public lectures and public libraries, by furnishing the means of preoccu- 
pation, are most beneficent moral agencies. 

Preoccupation is as wholesome in the domain of action as in the domain of 
thought. Thought may not always end in action, but any systematic labor is 
sure to exert a large controlling influence on the thoughts. Hence it is that 
steady employment, the practice of a trade or of a profession, has such a whole- 
some moral influence ; both thought and action are preoccupied and their ener- 
gies directed to a useful purpose. Wise parents take practical advantage of 
this principle, and effectually guard against the encroachments of evil, by sup- 
plying something to give innocent and useful occupation to the thought and 
physical activities of their children, as by books, pictures, music, lectures, in- 
teresting sights abroad, and by card -printing, scroll-sawing, carpentry, wood- 
turning, book-binding, etc., etc., etc. 

It is plain that the influence of public school education on morality, through 
the preoccupation of the physical activities, will depend on the extent to which 
pupils are helped to adopt some useful employment. The consideration of this 
question is reserved for the next paragraph. 

Thus far, then, we are justified in believing that our education fosters a 
high degree of intelligence, and at the same time is a source of direct moral 
power in so far as it conduces to right thinking, and of indirect moral power in 
so far as it preoccupies the mind against the intrusion of evil thoughts. If it 
shall appear that our public schools are nurseries of industry as well as of intel- 
ligence, they must be credited with a second and most potent element of 
indirect moral power. 

(3.) A third element in good citizenship is Industry. To what extent does our 
education foster the industrial spirit and contribute to the formation of indus- 
trious habits? On this subject also two extreme views are held. The orthodox 
belief is that a high degree of intelligence, conjoined with good general scholar- 
ship, is all that the schools can be asked to furnish, and that it is in fact the 
very best preparation for the duties of life which can be given under the 
present mode of school organization. The acquirement of mental discipline is 
held to be the great object of public school instruction. 

The heterodox theory is that pupils should be prepared at the moment they 
leave school to enter upon vocations whereby they may earn an independent 
17 



130 MICHIGAN AND THE CENTENNIAL. 

livelihood. The acquisition of practical knowledge is held to be the great 
object of public school instruction. 

There is an important element of truth in the assertion that general scholar- 
ship and sound mental discipline constitute a preparation for the duties of 
active life ; just as it is true that, — 

"A field of corn, a fountain, and a wood, 
Are all the wealth by nature understood." 

As, in the latter case, great versatility and superior mechanical skill might trans- 
form rough material into useful and even elegant forms; so, in the first case, 
mere ability may transform itself, per saltum, into active usefulness. As a rule, 
however, men cannot make houses and furniture directly from the standing 
tree ; material must be subjected to successive grades of specialization, before it 
can be generally employed for specific uses. Potentially, scholarship is a prep- 
aration for the duties of active life ; actually, it falls far short of this object. 
A man may leave college with all the knowledge of the schools, and yet he may 
be utterly incompetent to earn his daily bread. Our higher education seems to 
presume that those who receive its benefactions are destined either to follow 
one of the learned professions, or to lead a life of ease, in which the sole em- 
ployment is mental and contemplative. Our education should recognize the 
fact that the greater part of mankind must live by some kind of manual labor; 
and that for this, instruction must be somewhat specialized in order that it 
may be employed for practical ends. While the belief in the value and effici- 
ency of culture, scholarship, and mental discipline has, theoretically, a real 
basis of truth, it has also, on the practical side, grave limitations, which have 
not been sufficiently considered. 

While the heterodox theory is right in insisting on a greater specialization of 
instruction, it is obviously wrong with respect to the degree to which this spe- 
cialization should be carried. It is not the province of the public schools to 
turn out fully equipped masons, grocers, printers, foundrymen, bankers, or 
even tradesmen's clerks. Absurd as such a doctrine is, much empty declama- 
tion has been employed in its support. When public opinion abandons one ex- 
treme position, it almost invariably seeks refuge in another ; while the truth is 
usually to be found at the golden mean. In the present agitation for practical 
education, there is much that is ill-timed and chimerical ; but as it is a natural 
reaction against other absurdities almost equally great, its tendency will be 
wholesome, provided men have candor enough to permit those readjustments 
which are plainly warranted by facts. 

Keeping in mind the important fact already stated, that the greater part of 
mankind must subsist by some form of manual labor, the following statement 
will exhibit, in general terms, the industrial value of our public schools as now 
organized : 

FIRST PERIOD OF SCHOOL LIFE-FROM THE FIFTH TO THE TENTH YEAR OF AGE 

(PRIMARY GRADE). 

During this period pupils have learned to read simple composition with some 
fluency; can spell with tolerable accuracy; can write with bare legibility; can 
add, subtract, multiply, and divide simple numbers with tolerable accuracy. 
These acquirements scarcely suffice for beginning an apprenticeship, and have, 
therefore, no definite industrial value ; still, considering the age of the pupils 
who are here instructed, scarcely anything more can be attempted or expected. 






EDUCATIONAL DEPARTMENT. 131 

SECOND PERIOD OF SCHOOL LIFE,— FROM THE ELEVENTH TO THE FOURTEENTH 
YEAR OF AGE (GRAMMAR GRADE). 

At the close of this period, pupils have become fluent readers ; can write with 
accuracy and neatness ; can perform all ordinary arithmetical calculations with 
accuracy and reasonable promptness; have a fair knowledge of geography and 
grammar, and know something of United States history. As a preparation for 
gaining an independent livelihood, these acquirements are only indirectly avail- 
able, save in exceptionable cases. Marked proficiency in penmanship or in cal- 
culation might secure employment as a clerk or accountant ; but, on the whole, 
the pupil has but very little knowledge which he can turn to direct practical 
account. 

THIRD PERIOD OF SCHOOL LIFE,— FROM THE FIFTEENTH TO THE TWENTIETH YEAR 
OF AGE (HIGH SCHOOL GRADE). 

Here the pupil has acquired a considerable knowledge of language and litera- 
ture ; has learned the elements of algebra and geometry, and. has general and, 
on the whole, very superficial information on several of the natural sciences. 
This knowledge may be directly useful in teaching and in clerkship, and may 
furnish a preparation for entering on the study of the professions ; but it min- 
isters in no eminent degree to the practical needs of every day life ; does not 
predispose pupils to adopt some special vocation, and does not furnish the 
means for becoming expert and skillful workmen in the constructive arts. In 
a word, this highest grade of common school instruction leaves the pupil very 
imperfectly equipped for the real business of life. Potentially, the means of 
livelihood are within the pupil's reach; though actually, he may not be able to 
grasp them without considerable additional labor. 

To guard against all false inferences, it must be repeated that from the very 
nature of things the public schools cannot furnish an apprenticeship in handi- 
crafts, trades, arts, or professions; the instructions must of necessity be general 
and not special. While admitting the full force of these facts, however, it is 
claimed that the instruction given in our public schools can and should attain 
the following ends far more completely than it has hitherto done. 

(1.) The constructive abilities of the pupil should be cultivated. The use- 
fulness of a man is measured by what he can do, and not by what he is capable 
of learning. In the domain of thought, the pupil should be taught the art of 
expression, and not alone the art of interpretation. To analyze thought is a 
wholesome and necessary art; but man's power to express thought, either by 
pen or by word of mouth, is the measure of his influence and usefulness. So, 
too, in the domain of action, not only should the general constructive ability of 
the pupil be cultivated, but an inclination towards a definite order of construc- 
tion should be encouraged ; and withal, that kind of knowledge should be com- 
municated which leads to skill and proficiency in constructive ability. In plain 
terms, most men must earn their bread by making something, — by working up 
material into useful forms; and hence it is necessary that the school should 
encourage constructive talent in the line of the pupil's inclination, and, at the 
same time, give him that knowledge which will help him to become a skillful 
citizen. 

(2.) The schools should communicate a larger amount of useful knowledge — 
knowledge which is directly applicable to the every-day interests of man. Use- 
ful knowledge is here contrasted with that which is merely disciplinary or re- 
motely serviceable, such as literary criticism, pure mathematics, astronomy, 



132 



MICHIGAN AND THE CENTENNIAL. 



and geology. Knowledge which bears upon the maintenance of health and 
physical comfort, which discovers man's relations to society and to the State, 
which helps him to reason dispassionately on the problems of every-day life, — 
such knowledge ought to receive a very large share of attention, even at the 
expense of some branches of learning to which tradition has assigned a high 
place. 

The foregoing criticism of our system of common school instruction results 
as follows : 

(1.) Its intellectual value is great. 

(2.) Its moral value is considerable, though limited by its' industrial results. 

(3.) Its direct industrial value is small. 

2. The second branch of this inquiry is the following : What modification 
should be made in our system of public school instruction in order that it may 
the more completely answer the purposes of its organization ? 

(1.) It should give greater prominence to the cultivation of the constructive 
powers ; it should more clearly recognize the fact that one important purpose is 
to do something to give expression to thought, sentiment, or purpose, or to 
construct by manual skill something in material form which is useful. In 
other words, our education should have a greater industrial value, in order that 
it may furnish the State with intelligent, virtuous, and useful citizens. The 
two functions of instruction may be characterized as follows : 



FUNCTIONS 

OF 

INSTRUCTION. 



1- 



RECEPTIVE. 

Analytical. 

Critical. 

Abstract. 



Reproductive. 
Synthetical. 
Constructive. 
Concrete. 



! 



EDUCATIONAL DEPAKTMENT. 133 

A thought is not fully learned till it has been expressed ; synthesis is the 
complement of analysis, while both are essential parts of the knowing process; 
the abstract is comprehended only as it can be interpreted in the terms of the 
concrete ; and criticism is unproductive if it be not followed by the constructive 
process. Hitherto our schools have communicated a vast amount of knowledge, 
but they have only imperfectly taught the art of transforming knowledge into 
power. The mind has been regarded as a capacity to be filled, and not as an 
energy to be brought into service; and man himself has been treated as though 
he were intelligence alone, and not intelligence inseparably bound up with mat- 
ter. As a necessary consequence our methods have been incomplete. What 
has been done is well, but we ought to have done more. 

The process of recitation supplements and completes the mere learning of the 
text, — the pupil here reproduces what he has lodged in his memory. In many 
schools, written examinations give still greater exactness to this constructive 
process, and the preparation of the papers for the Centennial Exhibition, has 
given a powerful stimulus to this practice. The almost universal use of some 
variety of "language lessons" is another movement in this same direction, and 
indicates very clearly the tendency of public opinion. 

As yet but little systematic effort has been given to the cultivation of that 
variety of constructive effort whose end is industrial labor. In our public 
schools, we cannot teach pupils to make the thousand useful objects which would 
give them profitable employment ; but we can teach them to construct repre- 
sentations of those objects, with every detail of symmetry, just proportion, and 
beauty : as we cannot give them a real visiting tour to London, Paris, and Kome, 
but can anticipate such visits by descriptions and representations ; so, though 
we cannot teach a pupil to construct a house, we can teach him to construct a 
plan of a house, and thus give him a direct and most efficient preparation for 
this variety of labor. The art of drawing lies at the very basis of all skillful 
constructive ability, and thus imparts to education an almost universal indus- 
trial value. 

"It must be conceded that, by its universal application, Drawing enters to a 
greater extent than History and Geography into the daily needs of men. 
Drawing is the basis of all the industries and of all the trades. It serves the 
mason and the carpenter before serving the architect; it serves the joiner and 
the blacksmith, the locksmith, the surveyor, the wheelwright, the needle- 
woman, the lace-maker, the upholsterer, the jeweler, the gardener, all profes- 
sional workmen, before serving the sculptor and the painter. It was said by 
Count Laborde, after the Universal Exposition at London in 1851, that c every 
man ought to learn drawing on the same ground that he learns writing, and that 
he might learn it without much more difficulty, since writing is itself a kind of 
exercise in drawing.' Besides, this art, so simple, is destined to work an 
immense and beneficent revolution in the industry of France. To-day it is seen 
that the trade in those numberless articles which constitute the dwellings, the 
furniture, the costume, and, I was about to say, the manners of civilized na- 
tions, falls to the country which will introduce into all its industrial products 
the most delicate and refined tastes." * 

Attention has already been called to the project of reviving the industrial 
prosperity of Italy through the public schools of the Kingdom. The question 
was asked, what kind of instruction will awaken the industrial spirit and infuse 

* Rapport sur l'lustruction Primaire a l'Exposition Universal de Vienne. Par F. Buisson. p. 254. 



134 MICHIGAN AND THE CENTENNIAL. 

skill and taste into industrial products? M. Bonghi, late Minister of Public 
Instruction, commissioned Pietro Selvatico to elaborate a scheme for the intro- 
duction of Drawing into the elementary schools, and the quotation on page 126 
is an extract from this report. 

For several years the teaching of Drawing has been obligatory in a great part 
of Europe, — in Prussia, Holland, Austria, Sweden, and Denmark. Though 
not obligatory in France, Belgium, Italy, Spain, and Portugal, it is included 
in the last two years of the Normal School course.* 

In Massachusetts drawing has been made compulsory in the public schools, 
and in most of the large cities of the North this topic forms a regular branch 
of instruction, — is placed on an equality with reading, writing, and calculating. 

In Michigan, but little attention has been paid to drawing as a branch of 
public school instruction. It has gained a foothold in a few of the larger 
cities, but practically it is a new branch of study, whose importance has not 
yet been duly estimated. Every consideration of public policy and private 
interest justifies its introduction into public schools of every grade, where it 
should be ranked with reading, writing, and arithmetic. The very general 
notion that drawing is a fine art rather than a useful art, has stood in the way 
of its introduction ; it has been argued that as only a very few have the artistic 
genius, only a comparatively few can ever attain any considerable proficiency 
in drawing. The truth is, that while this art has a very high aesthetic value, 
which entitles it to the greatest consideration, it has also an almost incompara- 
ble industrial value, which entitles it to universal consideration. 

(2.) Much more attention should be given to Natural Philosophy, Chemis- 
try, and Physiology. 

To some of nature's laws we are only remotely related ; they affect us in a 
very general manner, and we have but little power either to interrupt or to 
modify their action. With other laws we are brought into immediate contact. 
They act upon us for good or for evil during every moment of our lives ; and 
they do not relax their hold on our physical organization till the last particle 
has been again assimulated with the elements. At work and at rest, by day 
and by night, from without and from within, we are subject to the action and 
interaction of invisible but potent forces, and our health, our happiness, our 
worldly prosperity, are all conditioned on the manner in which we modify and 
control them. The sciences which discover the laws which so intimately con- 
cern us are Natural Philosophy, Chemistry, and Physiology, and every enlight- 
ened consideration bespeaks for them a large share of attention. Consider for 
a moment this contrast : a year is devoted to the study of Algebra, two terms 
to the study of Natural Philosophy ; a year to the study of Geometry, a term 
to Chemistry ; three years to Greek, one term to Physiology. It may be said 
that there is no real disproportion between the time given to Algebra and the 
time given to Natural Philosophy ; that the first presents greater intrinsic diffi- 
culties than the second. If both branches be taught equally well, no one at all 
competent to judge will say that a shorter time should be given to Natural 
Philosophy than to Algebra. The fact is, that while mathematics have been 
thoroughly taught, the natural sciences have been very superficially taught; 
that while pupils have learned mathematical principles, they have learned only 
a smattering of scientific facts. What I bespeak is a thorough study of these 
sciences, — such a study as is made possible only by a larger amount of time, 

*F. Buisson, Rapport, p. 246. 



EDUCATIONAL DEPARTMENT. 135 

and the use of all available helps for demonstration and experiment. Every 
High School should have a supply of philosophical apparatus, a chemical labor- 
atory, and a collection of physiological models.* A case for philosophical ap- 
paratus can be placed in any ordinary school-room ; and if no provision was 
made for a chemical labaratory in the building plan, an unoccupied basement- 
room may be used for this purpose. "L 

It must be evident that with modification similar to those here proposed, our 
public school education would soon have a far higher industrial value. Pupils 
would be better equipped for the real business of life, and the State would 
derive a far higher remuneration for her patronage of the public schools. 

No revolution in the existing order of things is contemplated ; if in the end 
it proves to have been a virtual revolution, it must be a peaceful one. AVe 
demand only that our school system shall be allowed to grow, to readjust itself 
to new conditions or to newly-felt needs. It is, of course, evident, that if a 
new study like drawing is to be introduced, and greater time given to these 
sciences named, there must be a corresponding curtailment in the courses of 
instruction as they now stand. The general nature of the modification herein 
contemplated is indicated in the following synopsis : 

1. Drawing should be introduced into all the grades of our public schools, in 
city, village, and country. 

As the successful introduction of a new study is usually attended with some 
difficulty, the following suggestions are offered in this connection : 



A GENERAL PROGRAMME FOR THE STUDY OF DRAWING IN PUBLIC 

SCHOOLS. 

PRIMARY GRADE. 

First Year. 

Oral instruction. Straight lines and angles. Combinations and groupings of 
straight lines and angles, partly dictated by the teacher, partly invented by the 
pupils. Outlines (elevations) of simple objects from blackboard drawings made 
by the teacher. 

Second Year. 

Oral instruction. Plane geometrical forms bounded by straight lines. Com- 
binations and groupings of these forms, partly dictated by the teacher, partly 
invented by the pupils. Outlines of simple objects from blackboard drawings 
made by the teacher. 

Third Year. 

Copying from text-book representations of objects, bounded by straight lines. 
Original combinations and groupings of straight lines, angles, and plane geo- 
metrical forms, bounded by straight lines. Elementary geometrical Drawing, 
straight lines. Angles and plane forms bounded by straight lines, with pencil 
and ruler. 

* The Bock-Steger models cannot be too highly commended. They may be procured of B. "Wester- 
mann & Co., >i. Y. 

fThe chemical labratory connected with the Adrian High School was arranged on this plan, and 
as allowed to be one of the most efficient in the State. Information with regard to its general 
arrangement may be obtained on application to the Superintendent. 



136 MICHIGAN AND THE CENTENNIAL. 

Fourth Year, 

Copying from text-books representations of objects bounded by curved lines, 
or curved and straight lines. Original combinations of curved lines, or curved 
and straight lines. Elementary geometrical drawing. Curved lines and plane 
forms bounded by curved lines, or curved and straight lines with pencil and 
string. 

GEAMMAE GEADE. 

First Year. 

Copying from text-books representations of common objects delineated by 
straight lines, with close attention to size and proportion. Construction of 
original designs with straight lines within plane geometrical forms bounded by 
straight lines. Elementary problems in practical geometry, using instruments. 

Second Year. 

Copying from text-books representations of common objects delineated by 
curved lines, or curved and straight lines combined, with close attention to size 
and proportion. Construction of original designs with curved lines, or curved 
and straight lines combined, within plane geometrical forms bounded by 
straight lines, or straight and curved lines. Elementary problems in practical 
geometry, using instruments. 

Third Year. 

Copying from text-books leaf, flower, and plant forms. Construction of 
original designs with leaf, flower, and plant forms within plane geometrical 
forms. Practical geometry. 

Fourth Year. 

Elements of perspective from copies in text-books. Geometrical solids and 
real objects. Construction of original designs, as in third year. Elements of 
shading. Practical geometry. 

HIGH SCHOOL. 

First Year. — First Half. 

Drawing ornament from flat copies. Original designs. Geometrical Draw- 
ing. 

First Year. — Second Half, 

Drawing ornament from flat (shaded) copies and from casts. Original de- 
signs. Geometrical Drawing. 

Second, Third, and Fourth Years. 

Special courses at the option of the student, e.g., Architectural, Mechanical, 
Engineering Drawings. 

It will be noticed that the above course is divided into two distinct parts, the 
division occurring after the first year in the High School. For the first nine 
years, the course is general in character. The aim has been to include such 
subjects as will have a claim on the attention of all pupils, on purely educa- 
tional grounds, without special reference to possible future occupations. At the 



EDUCATIONAL DEPARTMENT. 137 

same time it is believed that this course will furnish a fitting preparation for 
the special courses in the later years of the High School, or for special study in 
technical and art schools, and will possess high j:>raetical value for pupils who 
may not take up the special courses, or enter a technical or art school. By 
making this part of the course general in its character, instruction in drawing 
is made to harmonize with the other studies. It is no part of the work of the 
common school — understanding by that expression the primary and grammar 
grades — to educate specialists. It rather strives to give that general discipline 
and culture which fits the pupil for taking up the special studies which will pre- 
pare him for such special occupation as he may select. If drawing is to obtain 
and keep a place in the common schools, it must have the same general tend- 
ency as the other studies. Moreover, if successfully taught, it must be done 
by the regular teachers, and it is neither possible nor desirable that these should 
be specialists. 

Our high schools, on the other hand, aim, as far as the limits of the time at 
their disposal will allow, to give each pupil that special training which he needs 
for his future work. Every high school curriculum comprises several distinct 
courses of study, offering to every student a choice within reasonable limits. 
The course in drawing suggested for the three closing years of the* high school 
is intended to harmonize with this specializing tendency. The work of the 
first j T ear is intended to confirm, systematize, and amplify the work of the pri- 
mary and grammar grades, and to furnish the needed preparations for the 
special courses. It will be noticed that it includes two elements, free hand 
and geometrical drawing, — both equally essential to any successful pursuit of 
special work. There is no special free handwork which does not at times involve 
the use of the processes of instrumental drawing, and the converse is equally 
true. It is not to be understood that the species of drawing indicated for the 
latter years of the High School include all that may be taken up. As far as its 
means will allow, the High School should furnish each pupil with the means of 
following his or her special tendencies. As a rule it will permit facilities for 
young men in the pursuit of architectural, engineering, and other technical 
forms of drawing, while for ladies it will furnish opportunities for the study in 
its more artistic aspect. Of course it is not contemplated that either sex will 
be excluded from any course. But the probable tendency will be in this case 
as it is in other studies, — languages, for example. Just as the majority of the 
students of ancient languages are gentlemen, and of the modern languages 
ladies, so gentlemen will constitute the majority of those pursuing the more 
technical forms of drawing, and ladies of those pursuing its artistic forms. The 
instruction in the first and second years of the primary grade should be entirely 
oral. Pupils should first be instructed in drawing straight lines and angles. 
The teacher should then dictate to them combinations of lines ; first of two 
lines, as vertical and oblique, gradually increasing the number and varying 
the kinds of lines. Parallel with these dictation exercises, the pupils should 
make original combinations. After a sufficient number of combinations 
have been obtained, they should be arranged in groups, alternately dictated by 
the teacher and invented by the pupils. The following will serve to illustrate 
this : A combination of a vertical with an oblique line may be made thus, |\ 
of a horizontal with an oblique, thus, _ __\. These forms may then be 
grouped in alternate pairs, thus : 
18 



138 



MICHIGAN AND THE CENTENNIAL. 



N/ 



Z 



/\ 






Accompanying these exercises in lines should be a course in drawing outlines 
of simple objects from examples placed by the teacher upon the blackboard. 
These examples should, in the main, be elevations; that is, the end or side of 
a table should be drawn, not an entire table, which would involve principles of 
perspective beyond the comprehension of pupils of this grade. Pupils should, 
for the most part, draw on slates, and should first determine the number and 
kinds of lines of which the copy is composed, and then draw them in a given 
order dictated by the teacher. Afterwards the example should be redrawn 
without dictation, but in the given order. Occasionally — say once a month — a 
drawing may be made on paper. For this purpose, ordinary manila paper 
will serve. Once a week pupils should draw from memory some previous exer- 
cise designed by the teacher. 

The course for the second year is essentially the same, differing only in 
degree of complexity in the examples. More detail will be allowable in the 
examples placed upon the blackboard, while the exercises in combining and 
grouping will employ plane geometrical forms instead of, or in combination 
with straight lines. Drawing will still be on slates, though a more frequent 
use of paper may be allowed. 

In the third and fourth years of the primary a text book may be introduced. 
The subjects for these years shall be common objects with which the pupil is 
familiar, and as a rule should be elevations, only occasional and easily under- 
stood indications of solid form being allowed. The original combinations and 
groupings should be the same in general character as in the preceding years, 
increasing, however, in elaborateness and being wholly the work of the pupils. 
Discrimination may be made between good and bad arrangements. Exercises 
in drawing from, dictation and memory should be continued. Pupils should 
also be taught to contrast lines, angles, and plane figures with the aid of ruler, 
string, and pencil. The object of this exercise is to teach exactness, and it 
forms an elementary course in geometrical drawing. In drawing the examples 
from text-books, pupils must first analyze the example into its component lines 
as described in the work of the first and second years. Being provided with a 
suitable piece of manila paper, they should then draw the example on it, in an 
order dictated by the teacher. They should then repeat it on the same paper 
without dictation, and finally draw it in the text-book. Of course the judicious 
teacher will gradually accustom pupils to determine for themselves the order in 



EDUCATIONAL DEPARTMENT. 139' 

which the lines should be drawn. The object of this mode of proceeding is to 
secure unity of work and a close study of the example before drawing it. 

In the first and second years of the grammar grade, the text-book should be 
used in essentially the same way as in the primary grade. The use of manila 
paper must be continued, but the order in which lines are to be drawn is to be- 
left more to the pupil. The relative proportions of the various parts of the 
drawing are to be carefully noticed, and frequent exercises in drawing the 
examples on enlarged and reduced scale must be introduced. 

The exercises in original designing within plane geometrical figures must be 
preceded by a drill in dividing lines into given numbers of equal parts, and 
drawing lines of different relative lengths. A series of lessons should also be 
given embracing simple problems in practical geometry. This will involve 
the use of a few instruments, — a ruler, triangle, and bow compasses. 

In the third year of the grammar grade, leaves, flowers, and plants should 
be copied from the examples in the text-books, and pupils must be encouraged 
to make direct studies from the real objects as a home exercise. The same 
directions as given for the preceding years apply here with a gradual decrease 
of the dependence of the pupil upon the teacher. The leaf, flower, and other 
forms learned in this grade are to be employed in the construction of the 
original designs. Practical geometry is to be continued as before. 

In the fourth year of the grammar grade the elements of Perspective are to 
be taught. In addition to the examples of the text-book, the fundamental 
principles must be taught by the aid of a set of geometrical solids, and pupils 
must be given occasional home exercises in drawing simple objects, as books, 
boxes, cups, etc., from the real objects. The designing and practical geometry 
are to be continued. Toward the close of the year, lessons in the elements of 
shading are to be given. 

It is the purpose of the exercises in designing with the leaves, etc., indicated 
for the third and fourth years of this grade, to lead up to the drawing of orna- 
ment in the following grades. Ornament is mainly composed either of combi- 
nations of lines and geometrical forms or adaptations of plant forms. Both 
will find a fitting preparation in the work laid down for the preceding years. 

The instruction in practical geometry shall be given from the blackboard. 
Suitable examples for the purpose can be found in any geometry. The work 
of the high school has already been discussed.* 

2. In the high school grade much greater prominence should be given to- 
natural philosophy, chemistry, and physiology. In each of these studies the 
object should be to make the knowledge acquired available in the every day 
affairs of life. The principles of each science should be learned as thoroughly 
as circumstances will allow, and no opportunity should be lost to employ them 
in explaining ordinary phenomena. 

Pupils should be taught to take advantage of the previsions of science as a 
means of escaping avoidable dangers, of making some improvement in existing 
processes, as well as of inventing new and better ones. 

3. Less time should be given to spelling, geography, and grammar ; zoology, 
geology, astronomy, mental and moral science, and perhaps rhetoric, should 

* While at the Centennial Exposition I requested Professor Devolson Wood to commend a system 
of Drawing which he deemed most worthy of introduction into the public schools ot Michigan; 
and in answer to my request he has sent me a critical and highly commendatory opinion of Kusi's 
System of Drawing— (D. Appleton & Co., New York). This system has been adopted by the State 
Normal School. 



140 MICHIGAN AND THE CENTENNIAL. 

be dropped from the course ; and, in all but a few of the largest schools, the 
study of Greek should be discontinued. 

By limiting the instruction in spelling to the words in more common use, 
there might be a very considerable saving in time. Following the usual plan, 
the pupil is compelled to memorize the spelling of thousands of words which he 
will very rarely or perhaps never have occasion to employ in writing. This not 
only involves a needless expenditure of time, but is a needless tax on the pu- 
pil's memory. The practice, slowly coming into use, of employing selected 
lists of words is to be commended. The study of geography is begun too early 
and is continued too long ; there are too many books in a series, and too much 
matter in the higher numbers. Most good teachers discountenance the early 
and long continued study of this topic ; but there is a very general impression 
among parents that it is essential, and the courses of study have been arranged 
in accordance with this idea. Without feeling at liberty to discuss this ques- 
tion in this place, I venture to express the belief that all the matter really 
necessary to be learned in school can be comprised in one moderately sized 
book, and that not more than three years should be assigned to this subject. 

Grammar, properly taught to pupils whose minds are sufficiently mature, is 
an invaluable study. It involves the science and art of classification, and is 
therefore an introduction to the art of reasoning, or practical logic. The diffi- 
culty has been that this subject has been studied at an age when its comprehen- 
sion was simply impossible ; and while its disciplinary value has been consider- 
able, only a very little knowledge of the subject matter has been acquired. 
One book of moderate size, purged of the traditional "fine print," and occu- 
pying two years of study, is sufficient for public school use. The dropping of 
zoology and geology from the high school course is recommended on the ground 
that, comparatively speaking, they have but little practical value ; while as- 
tronomy, mental and moral science, are so intrinsically difficult that it is hope- 
less to expect pupils of the usual age to derive the least positive good from their 
study. 

High school courses have been framed in seeming forgetfulness of the stu- 
dent's creed, Non multa sed multum. It has been thought necessary to find a 
place for every branch of human learning, even though its nomenclature can- 
not be learned in the assigned time. If we would teach well, we must be con- 
tent to leave our pupils in present ignorance of many subjects. Education of 
the right sort is an inspiration, and if a pupil be properly taught, he will perse- 
vere in serious study, after the period of his pupilage is over. A few subjects 
thoroughly learned will sharpen the appetite for knowledge ; while the dis- 
traction and disgust caused by the superficial study of many subjects will 
effectually destroy all ambition for intellectual improvement. This process of 
simplification is the more necessary in those schools whose aim is industrial 
rather than professional; whose pupils pass directly to the practice of some 
art or trade, rather than to college or to the University. The discontinuance 
of Greek is urged for the following reasons : 

1. The extremely small proportion of pupils in a given school who care to 
study it. 

2. The extremely small number of instructors competent to teach it. 

3. The very generally fruitless results of the study when pursued under the 
most favorable circumstances. 

It would be a total misinterpretation of the writer's most earnest convictions 
to construe this general criticism as hostile to classical study. Literature and 



EDUCATIONAL DEPARTMENT. 



141 



science are both integral elements of an education ; each is indispensable to 
real scholarship. The only question at issue is the relative amount of time and 
attention which should be given to each. The college, which has descended in 
unbroken succession from the mediaeval university, is devoted to classical 
learning, and has, to a great extent, determined the character of the high 
school course. As a necessary consequence, the literary element largely pre- 
dominates over the scientific, and our education has been unsymmetrical. It 
is on this ground that I have not hesitated to commend a considerable addition 
to the time devoted to scientific studies. The ideas which I have intended to 
convey are embodied in the following course of study suitable for a high school 
of the average size. Schools considerably larger will require additional courses, 
and a very few, the largest, will be justifiable in providing for full classical in- 
struction. In the smaller high schools the course of study should be reduced 
to three years, and English literature, physiology, botany, and the science of 
government might be substituted for Latin. The ambition to make even small 
high schools miniature colleges has done infinite harm. 



FIRST TERM. 



C Latin. 

First Yfar J A1 g eD ra. 
*iRSr year -i Book-keeping. 

[ Drawing. 



f Latin. 

S E co ND Yeab...| ^"ty hil0S0Ph7 - 
(^ Drawing. 



f Latin. 



Third Year... J S st °P; 



Chemistry. 



t Drawing. 



Fourth Year 



r Latin. 

J Science of Gov't. 
"1 Physiology, 
t Drawing. 



SECOND TERM. 



Latin. 

Algebra. 

Phys. Geography. 

Drawing. 



Latin. 

Natural Philosophy. 

Geometry. 

Drawing. 



Latin. 
History. 
Chemistry. 
Drawing. 



Latin. 
Physiology. 
Botanj'-. 
Drawing:. 



THIRD TERM. 



Latin. 

Algebra. 

Phys. Geography. 

Drawing:. 



Latin. 

Natural Philosophy. 

Geometry. 

Drawing:. 



Latin. 
History. 
Chemistry. 
Drawing;. 



Latin. 

Physiology. 

Botany. 



Thus far the public school question has been discussed on its merits alone ; 
but it is evident that there is another aspect of the subject which demands 
some attention. The Michigan high school has an organic connection with 
the University, so that no radical changes, however necessary, can be made in 
the former which are not sanctioned by the latter. The college is one of the 
most conservative of human institutions ; it only reluctantly submits to a change 
in its curriculum. This conservatism is at once an element of weakness and 
of strength ; while it very slowly responds to the profound changes which are 
taking place in human society, and is thus a bar to progress, it is unmoved by 
the surface tumults of public opinion, and thus contributes stability and 
strength to human institutions. The University has this dual influence on the 
lower schools of the system. With respect to general culture and a higher 






142 MICHIGAN AND THE CENTENNIAL. 

standard of scholarship, the influence of the University has been wholesome to 
an extreme degree ; while with reference to that kind of instruction which is 
the first need of the great mass of our people, its influence has not been help- 
ful. The general spirit of the University is literary and professional; it 
assumes that its. students are to become lawyers, clergymen, physicians, teach- 
ers, editors, etc., etc. The inevitable consequence is that the high schools, 
■which are closely connected with the University, must exert the same kind of 
influence on their pupils. 

Under the existing state of tilings three courses are open to high schools : 

(1.) A few, the very largest, may become classical schools, making the 
study of Latin and Greek the predominent purpose. Such schools are almost 
identical in character with the Continental Gymnasia. 

(2.) A much larger number may make the study of science their leading 
purpose, approaching in their organization the Continental Realsclmlen. They 
will furnish a preparation for the scientific and Latin scientific courses. 

(3.) Other schools, large or small, may pursue an independent course, basing 
their organization exclusively on the needs of the community in which they are 
severally situated. 

It will seem to some that the first and second purposes may be combined; 
that the classical spirit and the scientific spirit may reign jointly. This case is 
barely supposable on one condition, — that the two varieties of instruction be 
given by distinct faculties, an arrangement which at present is wholly impracti- 
cable. A man eminently fit to teach natural sciences is eminently unfit to 
teach the classics ; and schools which are eminently successful in one depart- 
ment, necessarily encroach on failure in the other. This is not a speculative 
belief. The plan of coalition has been thoroughly tested, and has invariably 
failed.* Even when these two departments of knowledge are taught by two 
distinct faculties, as in the University, one spirit or the other will hold the 
.ascendancy. 

This discussion of incompatibilities leads to a brief consideration of the final 
topic. To what extent should general culture be carried in schools which have 
a distinct industrial aim? Without entering on a general discussion of this 
topic, we shall find food for reflection in authoritative answers to the question. 
Italy is reorganizing her school system on the basis of industrial education, and 
an article on the ^Reorganization of the Technical Schools,' ' f furnishes the 
following quotation bearing on this question : 

" The special purpose of technical schools is to prepare pupils for entering at 
once on some chosen vocation. Hence the branches of study to be retained are 
those which will communicate some ability in this line ; while the studies sup- 
pressed should be those which pertain to general culture. Even though an ac- 
countant mav know nothing: of the life of Petrarch or of the verses of Achil- 
litii ; though he cannot interpret JJante and is ignorant of the exploits of 
Charlemagne, this will not prevent him from practicing his art with advantage 
to himself and to others. I will add that he who shall have acquired marked 
ability in his calling will preserve a greater inclination to study than those who 
have become cloyed with a great amount of ill-digested knowledge; at his leis- 
ure, and according to his tastes, he will learn better than the others whatever 
•can be acquired without the aid of teachers and school." 

*For detailed statements on this topic the reader is referred to the Revue des deux Mondes, 15 Juin, 
1876. 

t Riordinamento degli Istituti in Italia (Lnigi Itameri), La Rivista Europea, Novembre, 1876. 



EDUCATIONAL DEPARTMENT. 143 

France has just reorganized her system of agricultural instruction on the 
following basis : 

(1). Primary instruction in the Fermcs Ecoles, of which there are at present 
33. "This is the primary school of agriculture, destined for farmer's sons and 
agricultural laborers who here serve a sort of apprenticeship. * * * In 
such schools theory is reduced to almost nothing, the practical is everything." 

(2). Secondary instruction in the Ecoles ltegionales, now three in number. 
"What is here required is not the elementary and purely practical instruction 
of the Ferme-ecole, but advanced instruction in which practice and theory are 
combined. * * * In these schools young men, who may one day be called 
to direct, as proprietors or agents, enterprises of considerable extent, are accus- 
tomed to the art and responsibility of superintendence." 

(3). Higher instruction in the Ecole Centrale. Here the purpose is to train, 
not laborers and practical workmen, but professional agriculturalists, by the 
study of the sciences as they bear upon agriculture, for this is the object of the 
institution by the terms of the law. Hence the instruction is very advanced, 
very general, theoretical and scientific before everything else. Too much of 
the practical might be a disadvantage.* 

The course of study, purely scientific, is completed in two years. 

The discussion thus far pursued leads to the following conclusions : 

(1). The course of instruction in our public schools should be simplified, — it 
should be more intensive, less extensive. 

(2). A greater amount of useful knowledge should be communicated, — use- 
ful as distinguished from the disciplinary or remotely serviceable. 

(3). Technical education and a general literary culture serve two distinct pur- 
poses, and they cannot be carried on simultaneously without mutual disad- 
vantage. 

V.— THE NATURE AND EXTENT OF THE PROVISION MADE IN MICHI- 
GAN FOR THE PREPARATORY TRAINING OF TEACHERS. 

When we have settled, both in general and in detail, what the education of 
the people ought to be ; when we have provided houses, apparatus, books, and 
generous sums for the payment of teachers, even then the vital question, the 
very turning point of success, is, How shall our schools be furnished with edu- 
cated, cultured, and skillful instructors? All thinking people are now willing 
to admit that teachers should have some kind of technical training, some 
degree of professional education ; but a careful survey of what has been done 
towards the accomplishment of this object will show that our progress has been 
tentative, halting, and, on the whole, unsatisfactory. Our situation in this 
respect may be described in general terms as follows : 

(1.) We have no educational science, no established first principles to serve 
as criteria for estimating the validity of our methods ; and, worse still, there is 
extreme skepticism, even among prominent teachers, as to the possibility or 
even utility of such a science. 

(2.) In actual practice empiricism is largely dominant as a rule, teachers 
enter upon their duties with no critical knowledge of methods, and with no 
comprehensive notion of the nature and purposes of education. 

When, with these facts in mind, we read the list of the one hundred and 
thirty normal schools reported by the Bureau of Education,! we are forced to 

*L'Enseignement de L' Agriculture. Revue des deux mondes, 15 Septembre, 1S76. 

t Educational Conventions and Anniversaries during the summer oi 187G, — "Washington. 



144 MICHIGAN AND THE CENTENNIAL. 

the conclusion that there must be some organic defect in this branch of the 
public service. 

In the discussions which took place at Philadelphia among the commission- 
ers of education, home and foreign, the most earnest thought was bestowed on 
this question of prime importance; and in this concluding portion of my 
report, I shall attempt to interpret and apply the lesson which issued from 
these debates touching the preparatory training of teachers. My plan of dis- 
cussion leads me to consider the following questions : 

1. What is the nature of the preparation which teachers should make for 
their specific duties? 

2. Under what circumstances, and to what extent, is a State justifiable in 
providing, at public expense, for the professional education of teachers? 

3. To what extent has Michigan furnished her teachers with facilities for 
normal instruction? 

4. What additional facilities for this object do we require, and how may they 
be most completely and most expediently applied? 

5. What means should be taken to stimulate teachers to make use of the 
helps which are provided for them by the State? 

1. What is the nature of the preparation which teachers should make for their 
specific duties? 

Every art has a system of rules or processes whereby the ends contemplated 
by such art are to be attained ; and a technical education, of whatever kind, 
consists in learning the rules, processes, or methods which will impart skill in a 
specific line of industry. This technical skill may be acquired in three ways : 
(1), empirically, by proceeding at once to the practice of an art, and thus learn- 
ing its processes by experience ; (2), imitatively, by observing methods as they 
are employed by others, or, in other cases, by serving an apprenticeship under a 
skillful master; (3), rationally, by first learning the science which underlies 
the given art. 

The first process precludes the very idea of preparation, and therefore has no 
place in this discussion. It is worth noting, however, that, historically, em- 
pirical art precedes science. Rules, even, cannot be drawn till enough cases 
have accumulated to serve as a basis of generalization ; much less can laws be 
discovered which, collectively, constitute science, and make possible a rational 
practice. The condemnation of the empirical method, as a rule of practice,, 
lies in the fact that it involves a continual relapse into barbarism. The very 
condition of human progress is that each generation employs the heritage of 
knowledge left by the one which has preceded. The order of instruction is the 
very reverse of the order of discovery. 

The imitative process is strictly preparatory. It takes advantage of accumu- 
lated experience and acquired skill, and thus eliminates the chances of error 
and failure, and furnishes the beginner with an available capital for a fair start 
in life. This kind of preparatory training does not consist merely in precept 
or observation, but may consist in actual practice under the eye of an accom- 
plished master. The mechanic arts are learned by this double process, — a close 
observation of work skillfully done, and a gradual introduction into actual 
practice under the supervision of a master workman. A characteristic of this 
kind of preparation is that it does not necessarily imply scientific knowledge. 
Simple art asks only how; pure science only why; applied science both how and 
why. 

The third mode of instruction is preparatory in the highest degree. Every 



EDUCATIONAL DEPARTMENT. 145 

true art has its correlative science, or body of natural laws, which underlies its 
processes. The enunciation of a law is, as it were, a description of the route 
over which effort travels towards results. A knowledge of natural law, there- 
fore, enables us to foresee the consequences of given antecedents, or to ascribe 
effects to their probable causes. In the first case, science confers on us the 
power of prevision, which enables ns both to avoid mistakes and to invent new 
processes ; in the second, the power of revision, which helps us to correct mis- 
takes and to improve the processes in actual use. Science thus involves art ; 
it explains by implication all its processes, both actual and possible. He who 
has learned a science, therefore, has learned, potentially, its correlative art; 
and as the principles of a science are few and capable of exact definition, while 
the processes to which they give rise are numberless, it follows that the most 
economical method of learning an art is first to learn the science which is its 
foundation. 

Like all arts, teaching has its own processes, and a preparation for its duties 
requires instruction in the nature and use of these processes. This knowl- 
edge may be acquired, on the imitative plan, through observation, precept, or 
apprenticeship; or rationally, through an understanding of educational science. 
In every organized industry there is a subordination in duty and rank which 
gives rise to two orders of labor, and therefore makes necessary two orders of 
preparatory knowledge. To a few is assigned the duty of organizing and di- 
recting ; to the many, the duty of working out prescribed plans. The few 
need the comprehensive knowledge of science ; the many must have expertness 
in practice. A parallel fact of great significance is that while almost everyone 
can acquire manual dexterity or practical skill, only a comparatively few have 
the executive ability, and philosophical turn of mind conferred by nature, and. 
the intellectual acquirements secured by long study, which together constitute 
fitness for the labor of direction. 

These two principles have a controlling and well marked influence on the 
profession of teaching. In it are the two marked varieties of labor, — that of 
organizing and supervising, and that of devotion to practical details ; scientific 
knowledge is the necessary preparation for the higher grade of duties, and 
practical skill for the lower. 

Thus far no express mention has been made of the literary qualifications 
which must form one factor of the teacher's preparation. The distinction 
between material and formal conditions of success has been assumed. Military 
training presupposes physical strength, and devotes itself to the task of teach- 
ing the art of using that strength for a specific purpose. Similarly, normal 
instruction, pure and simple, presupposes scholarship, and consists in commu- 
nicating the methods by which such scholarship may be employed to the best 
advantage in the education of the young. In practice it has been found neces- 
sary to carry on the literary and the technical, or professional, education of 
teachers simultaneously. The true function of a normal school, however, — its 
raison d'etre, — is to communicate the formal element of a teacher's prepara- 
tion, — the knowledge of methods. With respect to its purely academic courses 
it is not distinguishable from other schools, has no rights or prerogatives which 
are not common to all other schools. 

In this connection we must not lose sight of a fact of capital importance, 
though one which has been constantly overlooked in many discussions of this 
question. Every school is of necessity a normal school. The truth of this 
proposition will become evident when we reflect that a school must necessarily 
19 



146 MICHIGAN' AND THE CENTENNIAL. 

impress its methods on its pupils; matter and method, the material and the 
formal, are inseparable. The avowed object is literary and scientific instruc- 
tion; but as the pupil is the subject of the teacher's art, he cannot escape the 
impress of the teacher's methods. The real fact in the case does not lose its 
significance from the circumstance that this instruction in method is uncon- 
scious. If a pupil who had never had a thought or purpose of becoming a 
teacher is unexpectedly placed in charge of a school, the normal training he 
has unconsciously received is at once turned to practical account. 

The limitations to which this mode of normal instruction is subject are obvi- 
ous. It will be good or bad, helpful or harmful, according to the quality of 
the school from which it issues. If the school is skillfully organized and well 
taught, and if the methods are made the subject of critical study by any por- 
tion of its pupils, it is to this extent, in the best sense of the term, a normal 
school for the training of teachers for the lower grade of work already 
mentioned. 

If the reasoning which has been pursued in the main part of this paragraph 
is correct, it leads to the following conclusion : The preparatory training of 
teachers should consist of two grades, adapted to the needs of the two well 
marked grades of school work : 

(1.) Instruction in the principles of educational science, in connection with 
an advanced academical culture, as a preparation for the work of organizing 
and supervising schools and school systems. 

(2.) Instruction in methods, in connection with an academic course of study 
considerably in advance of the grade of instruction to he given, as a prepara- 
tion for subordinate positions. 

2. Under what circumstances, and to what extent, is the State justifiable in 
providing, at public expense, for the professional education of teachers ? 

Men associate under a form of government in order that they may do, by 
their united resources, what could not be done otherwise ; and the aid of all 
may be invoked, whenever it is clear that the general good requires such coop- 
eration. In case of a defensive war, it becomes a national duty to provide 
means for the common defense, because such provision involves the nation's 
existence. If the material prosperity of a State is held in check through the 
lack of some one industry, it becomes a public duty to assist such industry until 
the ordinary laws of supply and demand render the new enterprise self-sustain- 
ing. General education at public cost is justifiable, because the preservation 
and progress of our form of government are conditioned on the general intelli- 
gence of the people. 

But good schools cannot be maintained without efficient teachers, and hence 
there may be circumstances in which the training of teachers at public charge 
becomes a public necessity. Normal instruction at the public expense is, 
doubtless, justifiable in the following cases: 

(1.) When there are no schools of high grade where teachers may obtain 
that degree of academic instruction which is necessary in their calling. 

(2). When the current methods of teaching and of general school manage- 
ment are obsolete or poor to such an extent that their renovation becomes a 
public necessity. 

(3). When there is need of introducing into general use either a new branch 
of learning or some new system of instruction. 

(4). When the necessity is felt of cultivating educational science as the 
means of placing the system of public instruction on a rational basis. 



EDUCATIONAL DEPARTMENT. 14? 

The first and second cases occur in newly-settled States or in older States, 
where, for whatever reason, good schools do not exist in sufficient number, or 
where the current methods of instruction need revision. 

The third case is liable to occur in States which are most progressive, which 
are most prompt to incorporate a new element essential to the general good. 

The last case is that of every State which has a system of public instruction 
to perfect or even to keep from retrogression. "Progress is propagated from 
above downwards, and this even to the farthest limits, for science never 
ascends/'* 

State aid once furnished may be relaxed just in proportion as the need which 
justified it is supplied by other agencies. The constitutional cure of the ills 
arising under the second and third cases will ultimately be found in promoting 
the growth of educational science, and this because they are the consequences, 
near or remote, of the ignorance of those who occupy the places of chief influ- 
ence. When the building of a vast and costly edifice is in contemplation, the 
most economical expenditure of money that can be made is in the employment 
of a competent architect. Skill, at this point, propagating its influence down- 
wards through overseers, master-mechanics, and workmen, will introduce econ- 
omy and accuracy into every feature of the work. 

3. To what extent has Michigan furnished her teachers with facilities for 
normal instruction? 

(1.) One normal school. 

(2.) An annual appropriation of $1,800 for teachers' institutes. 

The normal school was founded in 1849. At that date there were only six 
graded schools in Michigan : Adrian, Detroit, Hillsdale, Jonesville, Pontiac, and 
Ypsilanti. The facilities for sound academic instruction were thus very mea- 
ger. Considering this fact in connection with the rapid increase of population and 
the urgent need of primary schools, the wisdom of the Legislature in endowing 
this special school is apparent. Whatever short-comings may be charged 
against normal schools in other respects, many of them have thus afforded re- 
lief from pressing needs, and have embodied and kept alive the idea that teach- 
ing is an art which may be communicated, and which should be learned by 
every one who proposes to devote himself to work in the public schools. Our 
Normal School has done this work for Michigan, and for this service it deserves 
the gratitude of every friend of popular education. At least, in an earlier day, 
it supplied the State with a limited number of better teachers than would oth- 
erwise have been placed in charge of schools. Moreover, during its whole his- 
tory, it has created a demand for students, and while bestowing on many the 
opportunities for acquiring a fair education, it has induced some to adopt the 
profession of teaching who would otherwise have chosen a different vocation. 

It is plain that any contemplated readjustment of our normal system should 
be based on the state of our educational affairs as they exist to-day. A line of 
policy which was justifiable and eminently useful in 1849 may, by the very pro- 
gress which it has stimulated, have lost much of its value in 1877. The Report 
of the Superintendent of Public Instruction for 1875, f p. lxv, shows that there 
are now in Michigan two hundred and sixty-six graded and high schools. 
Granting that only. one-third of these are thoroughly organized and efficiently 

*;L,e progres se propage cle haut en bas, et cela jusqu' aux derniers limites, car la science remonte 
jamais. — Boussingault. 

t As this is the latest printed report from this department, the statistics which I have employed 
dn this discussion are necessarily borrowed from it. 



14$ MICHIGAN AND THE CENTENNIAL. 

managed, we see that vast progress has been effected in the dissemination of 
facilities for higher education within the last twenty-seven years. 

A fair idea of the amount and quality of the work which the Normal School 
is doing, may be estimated from the following facts : 

(1). It graduates, on the average, about sixty pupils each year. The whole 
number in attendance during the year 1875 was 409, and their average age 19.1 
years. 

(2). Its academic courses of instruction are, as nearly as may be, the equiva- 
lents of those which are followed in our public high schools. 

(3.) Professional instruction, embracing psychology, methods of teaching 
and governing, school organization, etc., is given by lectures. 

(4.) There is a model school and an experimental school, in which classes 
are taught by students detailed for the purpose. 

This school has had more than twenty years* in which to perfect its organi- 
zation and methods ; it has been generously supported from the public treasury, 
and has therefore had the most ample opportunity to give practical and perma- 
nent evidences of its public utility in the line for which it was endowed. It is 
now working to its utmost capacity, and its administration is in the hands of 
experienced and enthusiastic teachers, who are doing their utmost to give the 
State an equivalent for the expenditures made in its behalf. Notwithstanding 
all this, the net results are vastly out of proportion to the needs of our school 
system. It is not necessary to attribute these shortcomings to any defect in 
the internal management of the school; they may be sufficiently explained by 
noticing some of the limitations to its usefulness by external circumstances. 

(1.) Its working capacity is insufficient. The State now employs more 
than twelve thousand teachers. To supply the deficiencies caused by death,, 
removal, failure, marriage, and change of employment, — a deficiency which 
cannot be estimated at less than three thousand each year, f — the Normal 
School can at best furnish an annual contingent of one hundred. Assuming,, 
contrary to all probability, that all these teachers succeed to vacant places, and 
including in our list of recruits the nearly seven hundred pupil's who receive 
normal instruction in high schools, there are still at least two thousand teach- 
ers who annually enter upon their work without any special preparatory 
training. 

While these statements exhibit with unmistakable clearness the inadequacy 
of our present facilities for normal instruction, they become doubly suggestive 
when we consider how short is the tenure of office even of those who have for- 
mally devoted themselves to the business of teaching. About two-thirds of the 
assumed one hundred graduates will be women, and it is needless to name the 
causes which will very speedily call them to other spheres of duty; while sta- 
tistics show that the superior attractions of other branches of business quite as 
rapidly call young men from school-room duties. Under these circumstances, 
the State is a modern Sisyphus, for whom each year renews the burden which 
had been already lifted with such toilsome effort. 

These facts are not urged as an argument against normal instruction ; they 
are presented in order to show a public need, and to explain why this need is so 
great. 

* Its first class was graduated in 1854. 

fThis estimate is based on statistics derived from graded schools, and is doubtless considerably 
too low, for the obvious reason that in such schools situations are comparatively permanent. 
Exact information on this point would be extremely instructive. It is to be wished that those who- 
have such interests in charge would take measures to collect information bearing on this and sim- 
ilar subjects, which would shed Hoods of light on questions of the greatest import.. 



EDUCATIONAL DEPARTMENT. 



149 



(2.) The grade of academic instruction afforded by the normal school excludes 
its graduates from those positions where their special qualifications have the 
widest field for use, and, consequently, where the State would be most largely 
remunerated for the expense incurred in their training. 

In point of literary ability, graduates from our high schools and graduates 
from the Normal School are on very nearly equal footing. What is the ground, 
then, for any expectation that Normal graduates will be called to those places 
where professional skill is most needed, and where it would be most remunera- 
tive? That higher knowledge which we may fairly assume is communicated by 
the Normal School is surely most needed in the organization and supervision of 
graded schools, for it is chiefly here that such knowledge can be freely turned 
to practical account; but, as has been shown, there are the best a priori 
grounds for believing that this professional school cannot extend its influence 
in any considerable degree to the larger graded schools of the State. 

If any confirmation of this declaration were required, it may be found in the 
actual administration of our graded schools. The Report of the Superintendent 
of Public Instruction for 1875 gives the following list of schools as in charge of 
Normal graduates. Opposite each is placed the number of assistant teachers : 

Manchester 4 

Midland 3 

Mt. Clemens 5 

New Troy... 1 

Otsego 5 

Stanton 4 

Sparta... 1 

Tawas 2 



Alsfonac 

Belleville 

Brooklyn 


- 3 

2 


Flat Rock 

Flint 

Hancock 

Howell - - 

Houghton 

Kalamazoo 

Lapeer.. 

Ludington 

Mason 


2 

28 

2 


CarroUton 

Calumet . 

Climax 


2 

13 

1 


8 

10 

46 


Decatur 

Detroit 

Dowagiac - 


6 

221 

7 


11 

6 

6 



In order to bring out the full significance of this presentation, there follows 
a list, derived from the same source, of an equal number of schools not in 
charge of Normal graduates : 



Adrian 


.-..30 


Grand Haven 


.-..16 


Muskegon 


20 


Allegan 


.___ 9 


Grand Rapids 


--..72 


Niles 


19 


Ann Arbor 


34 


Hastings 


8 


Pontiac 


17 


Battle Creek 


....26 


Hillsdale 


.--.13 


Port Huron 


24 


Charlotte 


....10 


Ionia 


-..-13 


Saginaw 


33 


Chelsea 


5 


Jackson 


..-.47 


Sturgis 


9 


Cold water 


-...20 


Lansing 


.-.-27 


Tecumseh 


10 


Constantine 


.... 7 


Manistee 


.-..IS 


Ypsilanti 


20 


East Saginaw 


....51 


Marshall 


....19 







These statements should be considered in connection with the obviously essen- 
tial fact that trained skill here comes in competition with untrained skill, and 
that the odds are strikingly in favor of the latter. 

This comparision is intended simply to verify a conclusion which seemed to 
be legitimately drawn from the fact that the course of study pursued in the 
Normal School does not prepare its graduates for those positions in which the 
State may derive the best returns for the expense incurred. This limitation to 
the usefulness of the school is organic; there is no escape from it save by reor- 
ganizing it on the basis of a University. The facts mentioned do not reflect 
the least discredit on the internal administration; but are presented in order to 



150 



MICHIGAN AND THE CENTENNIAL, 



assist in forming a correct judgment of the kind and amount of service which 
this institution is capable of rendering. ^S^l 

(3.) The higher professional instruction is communicated to pupils at an age 
when a subject so necessarily abstruse can only be very imperfectly compre- 
hended. 

The basis of a rational science of teaching is psychology ; but this is a sub- 
ject so abstruse that it is assigned to the senior year in the University curricu- 
lum ; any real proficiency in this science on- the part of Normal graduates who 
are but just prepared to enter the University is therefore out of question. 
But when the principles of psychology have been learned,, the science of teach- 
ing only begins. This professional instruction, admirably planned as it is, and 
diligently taught, must necessarily fall far short of its object. 

Here, again, is another serious obstacle lying right across the path of our pro- 
gress towards improved methods of teaching. In this case, as in the one last 
mentioned, the defect is constitutional ; there is no relief save in a reorganiza- 
tion. 

The organic limitations thus far pointed out justify the following statement. 
On a chart which should exhibit the public school system of Michigan, the line 
of Normal influence would fall just below the grammar grade, slightly within 
the high school grade. That this line is not arbitrarily drawn is shown by the 
fact that, though the organization of the school has been perfected through an 
experience of nearly a quarter of a century, and its internal management has 
been intrusted to the best obtainable talent, its graduates have not passed the 
limit indicated. 

It remains to inquire what peculiar advantages the Normal School affords for 
the education of teachers for work below this line. The opportunities for second 
academic instruction are unquestionably good. The only way of giving instruc- 
tion in the art of teaching which is really practical under all the circumstances 
is the one described above as the imitative. In the normal school instruction 
of this kind may be derived from the following sources : 

(1.) Didactic instruction given by lecture, under the general title of profes- 
sional instruction. 

This instruction in methods will be eminently useful, provided two mistakes 
be not made: (1.) Instruction by lecture simply is almost necessarily super- 
ficial and unproductive; to be really valuable it requires two conditions, — a 
large amount of original knowledge on the part of the instructor, and on the 
part of the learner an eager desire to know, combined with well trained atten- 
tion, memory, and reflection. (2.) The instruction itself may aim too high; 
with a view to give it solidity and comprehensiveness, it may be so abstruse as 
to be beyond the capacity of the learner. 

(2.) Methods of instruction as employed in the school itself. 

Just so far as the methods of teaching, discipline, and general management 
employed in the Normal School, and in the model school, are worthy of imita- 
tion, they are the sources of the most valuable training. Unless care be taken, 
however, to broaden the views of pupils, to encourage versatility, to inculcate 
the duty of adapting arrangements to existing circumstances, the exact classi- 
fication and rigid discipline of the school may prove a real obstruction. The 
impression should be left on the pupil's mind that the instruction he has 
received is at best but preparatory ; that he has still to learn his art by dealing 
with details, which often require wide modifications of the general method 
which he has learned. 



EDUCATIONAL DEPARTMENT. 151 

(3.) Practice in the experimental school. 

This school will be a source of good, provided the students who practice in it 
are subject to the constant supervision and criticism of accomplished teachers ; 
but of positive evil to teacher and taught, if this oversight be not maintained. 
This pupil-teaching is gratuitous labor in addition to the ordinary work pur- 
sued in the school ; and, in consequence, there is almost entirely wanting that 
element of personal interest which usually inspires success. Unless there be 
the artificial stimulus of critical supervision, such practice-teaching is worse 
than useless. 

Such is an unbiased statement of the kind and amount of aid which our Nor- 
mal School is capable of rendering to the State. I have sought to attain two 
objects in this analytical examination : (1.) To establish a basis of comparison 
whereby means may be devised for supplementing our existing facilities for 
normal instruction. (2.) To indicate a way by which the Normal School may 
be strengthened to do a still greater amount and higher quality of good. The 
criticisms offered are directed solely against the institution as an organization, 
not against its administration, past or present. 

In the use of the second agency for promoting the technical education of 
teachers, the teachers' institute, we have much to learn. The condition of 
Michigan in this respect may be best described by saying that our institute work 
has never been organized. Not only is there no system for determining time 
and place, but none for insuring the kind of instruction which is most valuable 
for the purposes intended. The obvious defects in the law which permits the 
holding of institutes are the following : * 

(1.) The law is permissive merely, not mandatory. The Superintendent is 
"authorized" to appoint an institute if "reasonable assurance" is given that 
fifty, or, in some cases, twenty-five teachers desire to assemble for this purpose. 
What class of teachers will be most likely to petition the Superintendent for an 
institute? Evidently the most spirited, the most progressive, those who are 
most thoroughly in earnest ; in a word, the best teachers, the very ones who 
need such aid the least. The great value of the institute lies in the fact that, 
being a movable normal school, it may be made the most efficient instrument 
to arouse enthusiasm in educational matters, not only among teachers, but 
among the people at large. If intelligently employed for this purpose, there is 
no agency yet devised which is capable of doing so much good. 

(2.) Its provisions are insufficient. 

The law now allows the annual expenditure of $1,800 for this purpose. 
With this sum, eighteen institutes per year have usually been held. Each 
county in the State having twenty schools should have its annual institute, 
conducted by the State Superintendent, or by some competent person whom he 
shall appoint for this purpose. 

(3.) The law supplies no motive stimulating teachers to attend these insti- 
tutes. The indifferent, and, as a rule, the incompetent, do not patronize 
them. If absenteeism, without an excuse satisfactory to the Superintendent, 
were to be made a bar to a license, the usefulness of the institute would be 
very greatly extended. In this matter the example of Wisconsin is highly 
instructive, and the following quotation is presented in order to show the man- 
ner in which this mode of normal instruction may be organized : 

"The State is divided into four institute districts, and one professor in each 

* Since this Report was written, the Legislature has authorized the holding of County Institutes and of a general 
Central Institute, each year. 



152 MICHIGAN AND THE CENTENNIAL. 

Normal School is permanently set apart for the conducting of institutes in cer- 
tain portions of the year. The spring institute campaign extends from about 
the middle of March to the first of May ; the fall campaign comprises the 
months of August, September, and October. At these times, the four con- 
ductors are constantly in the field ; and in the month of August, and to a 
limited extent at other times, other qualified persons, principals of high 
schools, etc., are employed in conducting institutes. The number of institutes 
held is not far from sixty yearly. 

"The usual length of the institutes is four or five days, but those of two 
weeks in duration are quite common, and, in August and September of each 
year, a number are held of four weeks each. For each of these long-term or 
normal institutes, as they are termed by way of distinction, two conductors are 
furnished by the board of regents; to the shorter ones but one conductor is 
sent. 

"The county superintendent is required by law to hold at least one institute 
each year in his county. He determines the place and, so far as practicable, 
the time of the meeting ; applies to the State Superintendent, who is chairman of 
the institute committee of the board, for aid in conducting his institute ; gives 
the public notice, and labors personally to get his teachers together. In the 
institute he is the executive officer — it is his institute — and, when able, he also 
takes part in the work of instruction. 

"Enrollment blanks, blank registers and reports, aud small note-books for 
the use of the members, are furnished by the board. 

"The registers and reports are kept in duplicate, one copy being forwarded 
to the State Superintendent, and the other kept on file by the regular conduc- 
tor of the district in which the institute is held. 

"The board pay the salaries and expenses of the conductors and the expenses 
of the lecturers. Other expenses are properly a charge upon the county. 

"The assignment of conductors to particular localities for work, and the 
final arrangement of dates, is made by the institute committee of the board 
after due consultation of all interests. 

"In July of each year, a conductors' meeting is held, to which come all the 
conductors, both regular and occasional, for consultation and work. One of 
the results of this meeting is a well digested syllabus, or course of study, for 
the long-term institutes. Greater system and uniformity of method also result, 
with greater enthusiasm in the work and more of the professional spirit. The 
conductors' meeting has come to be considered one of the educational institu- 
tions of the State. 

"It is no exaggeration to say that probably no part of the whole educational 
system of the State has more firmly intrenched itself in the confidence and es- 
teem of the people than the institute work under the present system." * 

4. What additional facilities for normal instruction arc needed, and how may 
they le lest supplied ? 

The facts adduced in the preceding discussion leave scarcely any doubt on 
two important points: 1. There are absolutely no facilities in Michigan for 
studying the science of education, for learning the rational art of conducting 
school systems, large and small, in general and in detail. 2, Facilities for the 
instruction of teachers on the imitative plan, for services in subordinate posi- 
tions, are vastly out of proportion to our imperative needs. These two state- 
ments sufficiently discover our needs. The manner of solving what has been 

♦Historical Sketch of Normal Instruction in Wisconsin, pp. 100, 101, 102. Albert Salisbury. 



EDUCATIONAL DEPARTMENT. 153 

called the normal problem will be best apprehended by a more minute analysis 
of the nature of these two orders of professional knowledge. The following- 
synopsis will exhibit the outlines of the science which must form the subject 
matter of instruction for the higher professional education of teachers : 



Science of Education. 



Psychology. 

1. Critical, as based on \ Physiology. 

Governmental Policy. 

Types of Civilization 

2. Historical, as based on and 

Svstems of Education. 



This science is deductive. It is based primarily and chiefly on psychology, 
to a considerable extent on physiology, and in some measure on the established 
forms of government. There are certain uniformities of mental action which 
determine (1) the mode of apprehending, elaborating, and retaining knowledge ; 
(2) the order in which the intellectual faculties are developed. As the brain, 
to which has been assigned the functions of thinking, is a physical organ, the 
processes of thought depend to some extent on physiological laws. As one pur- 
pose of popular education is to fit pupils for the duties of citizenship, the kind 
of instruction to be given must depend in some measure on governmental 
]3olicy. :;: 

A necessary corrective to any false deductions which may be thus drawn will 
be found in an examination of the results of the unconscious development of 
peoples and nations. Certain difficulties, the source of possible errors, are in- 
separable from a study of the individual mind. Educational science must be 
based on the constitutional activities of the human soul, not on what may be ac- 
cidental or transient. Now, as the basis of national life is the individual soul, 
only those mental activities which are constitutional will persist throughout a 
nation's history. The accidental or transient will be left behind to perish. 
History thus records, in the boldest character, the actual results of psychological 
laws ; and the lessons of history, interpreted in this light, are a necessary check 
on any false assumptions which might otherwise vitiate educational science, f 

This being the general nature of the study needed for the training of educa- 
tors, it is not difficult to prescribe the conditions necessary for its pursuit. 
They are as follows : 

(1.) On the part of the instructor: A mind of great comprehensive power, a 
natural relish for rational knowledge, profound scholarship in mental science, 
and a full knowledge of the condition and needs of schools and school systems. 

* L' art de former des hommes est, en tout pays, si etroitement lie a la form <lu governement, qu' 
il n'est peut-etre pas possible de faire aucmi changement considerable dans Feducation publique, 
sans en faire dans la constitution meme des etats. flelvetius. 

fWhat is psychological analysis ? It is the attentive observation of facts which constitute hu- 
man nature. These facts are complicated, fugitive, obscure, scarcely apprehensible by their very 
intimacy; the consciousness which is applied to them is an instrument of extreme delicacy : it is a 
microscope applied to things infinitely small. But if human nature manifests itself in the" nvlivi 1- 
ual, it manifests itself also in the race. And what is there in the race, except the elements which 
are in the individual, Avith this difference, that they are there developed on a greater scale, and 
that consequently thev are there more visible? The development of the human race in space and 
time is historv. ML Victor Cousin. 



20 



154 MICHIGAN" AND THE CENTENNIAL. 

(2.) On the part of the learner: A relish for philosophical studies, a good 
degree of general scholarship, and a mind of considerable maturity which has 
been trained into habits of exact thinking. 

If the nature of this science, and the conditions necessary for its pursuit, 
have been correctly stated, it follows of necessity that our educational system 
furnishes facilities for its cultivation only in the State University, and even 
here only in a post-graduate course. 

Are there valid grounds for asking State aid in cultivating the science of 
education? The following considerations are deemed a sufficient answer. 

(1.) Up to this time, progress in the educating art, whether in individual 
teaching, in simple schools, in state or national systems, has been made on the 
imitative plan. When the need of improvement has been felt, the almost uni- 
versal method has been to study neighboring systems, and to borrow from 
them such features as seemed to be worthy of imitation. When France awoke 
to the need of reform in her schools, Cousin was sent to Prussia and Holland ; 
England has sent her scholars to the Continent for a similar purpose ; America 
goes to Europe ; Michigan consults New England. Primarily, this is the only 
practicable mode of progress ; at all times it is valuable, but it is nn scientific, and 
it is not in keeping with modes of progress in nearly every other great enter- 
prise. Originality, not imitation, is the characteristic of the scientific spirit, 
which is the spirit of the age. Science presupposes and makes possible 
departures from the beaten track, invents new methods, perfects old ones, 
reaches predetermined results by shorter routes, and with greater economy of 
time, labor, and money. The educating art, the highest and noblest to which 
human genius can aspire, is still in its infancy, Many of its processes are 
faulty ; some of them are thoroughly bad. It is invaded on every side by the 
rankest empiricism, and its strongest support is a generous enthusiasm, blind 
but hopeful. 

(2.) The graded schools of Michigan have an organic connection with 
Michigan University. The inevitable consequence of this fact is that, as a 
rule, the positions of greatest influence in our public school service will be filled 
by University graduates. This is the fact to-day, and everything indicates 
that this will be a fact of growing importance. In view of this undeniable 
fact what can be more reasonable, more consonant with an enlightened public 
policy, than to establish a Chair of Education in the University, as has been 
done in the University of Edinburgh? * 

While admitting the eminent propriety of such a measure, the objection may 
occur to some that in realty such a science as that described does not yet exist, 
or at least has not been definitely organized. This statement is very near the 
truth, but the fact which it expresses is a capital argument in favor of estab- 
lishing such a chair. Let Michigan aid in organizing such a science. Its 
materials exist in abundance, and only that concentration of effort in a special 
subject of inquiry, which can scarcely be attained save in a great University, is 
required to lay the foundation of a rational system of public instruction. 

(3.) In providing for the preparatory training of the more numerous class of 
teachers, attention should be given to the following circumstances : As a rule 
those teachers are transient members of the service ; they do not enter upon 
the work of teaching with the intent to make it the serious business of their 

* Chair of Education, University of Edinburgh; Inaugural Address by S. S. Laurie, A. M., Edin- 
burgh, 1876. The inaugural address by Professor Laurie * * * marks an epoch in the history of 
education. Westminster lleview. 



EDUCATIONAL DEPARTMENT. 155. 

lives, but rather as a temporary employment to be followed till marriage, or 
some other change for the better intervenes. This very large transient element 
in our teaching force is little short of a national misfortune. It creates insta- 
bility in our schools, especially those of the lower grades, and breaks the 
continuity of progress which can be secured only by a life-long devotion to a 
chosen field of labor. 

The only constitutional remedy for this evil is the gradual enobling of the 
teacher's calling until it becomes a recognized profession, which shall secure to 
its members the prerogatives, emoluments, and honors which the learned pro- 
fessions confer. The first step towards this end is to supply the art of teaching 
with a scientific basis, as indicated in the above. This will at once open a field 
for the exercise of professional skill, and this skill will create a distinction 
between rational and empirical practice which will tell in favor of professional 
emoluments ; while the assurance of a fair income will attract to the business; 
of teaching that talent which is now diverted to the recognized professions. 

But, for the present, the existing state of things must be recognized as a 
fact, and this fact will prescribe the following grade of preparation as the best 
which the great mass of teachers can be expected to make under existing cir- 
cumstances: 

(1.) A course of academic instruction such as our better high schools afford. 

(2.) Special instruction in the science and art of teaching, based on a text- 
book and supplemented, if need be, by expository lecture. 

(3.) A careful observation of good models of general school management. 

How may this kind of instruction be brought within reach of the great mass 
of our teachers? Some will doubtless reply, endow additional normal schools. 
But to solve the normal question effectually in this way would require at least 
twenty establishments of the kind named. A slight computation will show 
that such a scheme is more than Quixotic. A better reply, however, is that 
such a solution is unnecessary, even if it were not attended with such an in- 
supportable burden of taxation. It is confidently believed that this grade of 
normal instruction, in all reasonable completeness, can be done by the high 
schools, without drawing a dollar from the public treasury. There are at least 
sixty such schools which can fulfill all the requirements named above with rea- 
sonable completeness. What needs to be done to enlist these schools in. this 
work? Simply organize this branch of the public service. This organization 
might be effected in a very simple manner, as follows : 

(1.) Let the Superintendent of Public Instruction be empowered to select 
the schools which may be willing to engage in this work, basing his choice on 
their general efficiency. 

(2.) Let this office prescribe a uniform course of instruction in the science- 
and art of teaching. 

(3.) When pupils have completed a regular course of academic instruction, 
for at least three years, and the supplementary course of special instruction, let 
the Superintendent of Public Instruction issue to such a license to teach for 
three years, such license to be renewed on examination and proof of success for 
successive periods of three years. 

The report of the Superintendent of Public Instruction for 1875, pp. lxxvi— 
lxxviii, shows that work of this character has been voluntarily assumed by 
thirty-three high schools, and that six hundred and eighty-two pupils have been 
instructed in the art of teaching. With such facts before us, it is needless to« 
debate the practicability of the scheme. 



&m MICHIGAN AND THE CENTENNIAL. 

The impression should not be left that the grade of normal instruction desig- 
nated as imitative consists simply in precepts, or in knowledge gained by obser- 
vation and practive. It also comprehends just as much of the science of edu- 
cation as can be taught under given circumstances. In giving such instruction 
two extremes should be scrupulously avoided, — mere methods without mention 
of the reasons which underlie them, and mere enunciations of abstract princi- 
ples. A middle course should be pursued. While laying great stress on specific 
methods, every proper occasion should be taken to develop powers of versatility 
by pointing out laws which underlie general methods. In a word, the rational 
element should be developed as far as the acquirements and ability of the pupil 
will permit. 

The project here advocated leaves untouched the status of the Normal 
School. Its career of usefulness will be unaffected, and it may even earn new 
claims to public confidence by devoting attention to some special work which is 
urgently needed. If, as it is to be hoped, industrial drawing becomes a univer- 
sal branch of study, the training of teachers in this art will be an inestimable 
public service, which can be most appropriately done by a school like the Nor- 
mal, specially endowed by the State. The signs of the time also indicate a 
growing interest in kindergarten culture. This, too, is a work which can be 
most efficiently done in a special school. 

5. What measures should lie taken to stimulate teachers to make special pre- 
paration for their duties ? 

With a comprehensive scheme of normal instruction fully established, the 
general education of our teachers would not be secured unless there be created 
a motive constantly stimulating them to become better prepared for their 
duties. Under present circumstances, what motive has the average teacher to 
make any special preparations for the duties of the school-room? On the aver- 
age the period of service is short. In very many cases teaching is resorted to 
as a transient occupation, as a ready means of recruiting one's resources. 
Again, in the matter of license to teach, there is scarcely any discrimination in 
favor of superior accomplishments. The more than 900 township superinten- 
dents whom the State invests with the power of granting licenses, are, on the 
whole, scarcely superior in point of qualification to the candidates whom they 
examine. Should any township inspector, moved by a high sense of duty, 
refuse a license even to rank cases of incompetence, these disabilities can be 
promptly and easily removed by an appeal to a neighboring inspector. At 
present there is no effective agency at w T ork stimulating teachers to reach 
higher degrees of qualification; so that if normal schools w T ere to be multiplied 
in the manner proposed this agency would fail to accomplish its proposed 
object, unless supplemented by a system of supervision and inspection which 
would gradually raise the general standard of qualifications. If teachers were 
.assured that only acquirements of a specified grade would secure a license to 
teach, they would at once adopt the means which would most effectually meet 
the new demand. If the State desires better qualified teachers, it must supply 
an adequate motive for becoming such. One of the lessons most clearly taught 
by the educational exhibit at Philadelphia was the supreme importance of skill- 
ful supervision in every department of school work. In this respect the school 
law of Michigan is strikingly defective; virtually it abandons the country 
schools, in which the mass of our population must be educated, at the very 
point on which the success or failure of the whole system turns. The law fur- 
nishes houses which are models of taste and comfort, and provides ample means 



EDUCATIONAL DEPARTMENT. 157 

for the pecuniary support of the schools, bat still makes no adequate provision 
for placing competent teachers in charge of them. As a necessary conse- 
quence, if our country schools are not deteriorating, as many competent to 
judge affirm, they are at least making no progress. 

The Dominion of Canada affords an instructive example of the manner in 
■which wise supervision may raise the condition of the entire school system of 
a country. Questions employed in the examination of teachers are prepared 
by the Central Board of Examiners for simultaneous use throughout the pro- 
vince. These questions, accompanied by minute instructions, are transmitted 
in sealed envelopes to every inspector, and are opened only at the moment when 
the examination begins. Candidates whose papers have a prescribed value 
receive a license, while those who fail have but one of two things to do, either 
abandon the business of teaching or make the needed preparation for its duties. 
Some of the manifest advantages of this system are the following : 

(1.) It establishes a uniform standard of qualification throughout the several 
grades of schools. 

(2.) This standard of qualification may be gradually and uniformly raised. 

(3.) There is no escape from the rigor of this inquest. 

(4.) Teachers are obliged to make use of the means which the law provides 
for their education and training. 

The practical effect of this simple provision has been to secure extraordinary 
progress in all departments of the public school system. More rigorous exam- 
inations have provided the schools with a better class of teachers, and the gen- 
eral tendency is eminently progressive and wholesome. 

A careful and candid examination of the public school system of Michigan 
will justify the following conclusions : 

(1.) The University, the head of the system, in its general organization and 
in its actual administration, is worthy of admiration. In its literary depart- 
ment and in its professional and technological schools, it offers unexcelled ad- 
vantages for general and special culture ; its principal chairs are occupied by 
industrious and eminent scholars ; and the general influence which is exerted 
on the lower schools of the system is wholesome in the extreme. 

(2.) The city and village graded schools, usually culminating in a high 
school, which constitutes the middle element of the system, are generously sup- 
ported by the public, are admirably organized and taught, and together form a 
characteristic and most valuable feature of our public school system. They 
enjoy the advantages of systematic and enlightened supervision and, in general, 
their affairs are administered with prudent economy. These schools exhibit all 
the evidences of a normal growth, and, if their progress be not checked by un- 
foreseen misfortunes, they will become a most beneficent agency for the gen- 
eral culture of our people. 

(3.) Our country schools are suffering from the want of intelligent and effi- 
cient supervision. The funds for their support are ample, and the houses for 
their accommodation are, in general, comfortable, and often elegant. Many 
of these schools are weakened by the withdrawal of their better pupils to village 
or city schools ; and the average grade of teaching is low. 

Many of our graded schools were formed by the union of several district 
schools; and this concentration of numbers, resources, and interests, in con- 
nection with the classification of pupils thus made possible, has given these 
organizations their peculiar efficiency and strength. There is no reason, in the 



158 MICHIGAN AND THE CENTENNIAL. 

nature of things, why the schools of each township might not be thus united, 
graded, compactly organized, and made subject to efficient supervision. 

(4.) Supplementary to our school system proper are our charitable schools for 
the unfortunate of almost every class, the destitute, the insane, the blind, the 
deaf and dumb. Like a good parent, the State is a benefactor to all her chil- 
dren without discrimination, to male and female, to rich and poor, to the for- 
tunate and the unfortunate. 

(5.) In the main the organization of our system of public instruction is 
sound. Its faults are chiefly faults of administration which can be cured by 
simple means whenever we are willing to confess that a system which has been 
so generally and, in many respects, so justly lauded, has some real imperfections. 

(6.) There is need of giving an eminently practical direction to our popular 
education, not practical in the sense of teaching handicrafts, trades, and pro- 
fessions, but in that of communicating the knowledge which is of immediate 
and constant use in the practical affairs of life. The literary and scientific ele- 
ments in education -should be pursued in their just proportions; and to effect 
this symmetry, something must be taken from the first, and something added 
to the second. 

(7.) Our system of normal instruction is inadequate, because, in fact, it 
makes no provision for the cultivation of educational science, and furnishes 
only meager facilities for that lower degree of professional training which gives 
ifitness for subordinate positions. 

In closing, I wish to acknowledge my obligations to Hon. Daniel B. Briggs, 
Hon. Horace S. Tarbell, and to Superintendents Perry, Jones, George, and 
Daniels, for valuable assistance rendered rae during the exhibition. 

To Secretary Noble I am under obligations for his active assistance and un- 
failing kindness. 

In the preparation of this report I have derived material assistance from 
Professor W. H. Payne of Adrian, who has not only served as my amanuensis, 
but has elaborated certain topics upon which his large experience in the man- 
agement of public schools has given him correct information. This work and 
the preparation of a treatise on practical teaching have been carried on pari 
passu, a process which has made inevitable certain similarities of thought and 
expression. 



REPORT OF THE SUPERINTENDENT OF THE 
MINERAL DEPARTMENT. 



To the Honorable Board of Centennial Commissioners of the State of Michigan: 

Gentlemen, — I have the honor herewith to submit my report on the min- 
eral resources of the State of Michigan, as exhibited at the Centennial Exhibi- 
tion of 1876. 

Thanks to the energetic action of your honorable body, the people of the 
State of Michigan have no need to be ashamed of their mineral exhibit made 
at the Centennial Exhibition of 1876. For, though much might have been 
added to the collection in the shape of specimens tending to show the character 
of many of the undeveloped resources of the State, had the means at the com- 
mand of the commission permitted, we still have cause for congratulation that 
we were enabled to make, through the hearty cooperation of many of the min- 
ing companies of Lake Superior, a thoroughly representative display of such of 
our mineral wealth as may be considered as partially developed. It is, how- 
ever, almost wholly to the undeveloped resources of our State that we are to 
look for the introduction of capital and immigration, and when we contemplate 
the fact that for the want of a few thousand dollars to enable a properly ar- 
ranged sample of such things as our coal, clays, cements, limestones, and gran- 
ites to be made, our State was wholly unrepresented in many of such things as 
in the future cannot fail to prove to be of great value to us. "We cannot but 
feel deep regret that our Legislature did not meet the call made upon them in 
the winter of 1873-74 in a more liberal spirit. Certain it is, however, that it 
is impossible to point to any State or country that in this great exhi- 
bition, with as little money, made as creditable a display as the State of 
Michigan, every dollar expended having been well invested, for to-day our State 
may be said to occupy an enviable position among her sisters in the possession 
*of her great and apparently inexhaustible fields of mineral wealth, offering 
both to the capitalist and to the laborer, for ages yet to come, a field where the 
money of the one can be matched against the muscle of the other. 

To fully satisfy oneself in regard to the attention attracted by the mineral 
exhibit of our State, it was only necessary to be placed for a short time in a 
position to hear the expressions of wonder and surprise of those who learned to 
appreciate for the first time the magnitude of our deposits of iron, copper, salt, 
and gypsum. The collective mineral exhibit made by Michigan at the Centen- 
nial was composed of such specimens as were contributed for use by private 
parties and corporations within the State, many of the most beautiful hand 
ispecimens which were daily the objects of admiration of thousands, coming from 
.the private -cabinets of different Lake Superior gentlemen. That portion of the 



160 MICHIGAN" AND THE CENTENNIAL. 

exhibit, however, which may be considered as representative of the true char- 
acter of our mineral deposits was gathered mainly through solicitation from 
the different mining and quarrying companies, who kindly stepped to the front 
and contributed each according to their ability, to make the display a credit to 
our State. Though nominally called the mineral exhibit of the State of Mich- 
igan, it did not possess a single specimen, mineralogical, geological, or other- 
wise, belonging to the State or any of her institutions. 

I have here made mention of the absence of any mineral exhibit by the 
public institutions of our State, so that I might be enabled to call more forcibly 
to your attention the actual necessity of a proper provision being made by our 
State Legislature to cover just such cases in the future. Had we at Lansing a 
properly organized museum of a mineralogical and geological character, we 
would be better able on such occasions as this to present to the world a true 
picture of our resources. But, unfortunately, we have in the past utterly failed 
to appreciate the important influence that such a collection would undoubtedly 
have upon our wealth and prosperity, in furnishing not only to the student, but 
also to the capitalist an opportunity for a thorough examination of the nature 
and characteristics of our mineral wealth. Besides this, such displays are of 
unbounded value in that they serve as a means of educating the masses up to a 
proper appreciation of the riches that may be said to lie at their very doors, 
thereby serving as a stimulus to induce them to lend a helping hand in devel- 
oping these vast resources. 

I do not in any way desire here to underrate the average intelligence of the 
people of our State, for I am fully aware that Michigan is second to none in 
the educational advantages she offers to her children ; but make mention of the 
fact that, from rny own observation of Michigan people this past summer in 
Philadelphia, I should say that there was perhaps not one in ten who possessed 
a really appreciative knowledge of the mineral resources of their own State. In 
fact there has been heretofore so little attention paid to this subject that I am 
creditably informed even such an institution as our State University possesses at 
least but a miserable collection of our own minerals. When we look about us 
and find that our chief educational institutions are not properly prepared to 
teacli our youth the true character of the resources of their own State, need we 
be at all surprised that there should be such failure among our people to appre- 
ciate their true value? There is, perhaps, no better method of combatting with 
general ignorance on this subject than by the method proposed. Such displays 
can be made highly attractive, even to those who are unable to look upon them 
with the eye of an expert, and having once attracted the attention of a person 
to a subject, they are not apt to abandon it without having first given the sub- 
ject, to say the least, some investigation. 

During this past summer I was many times asked the question : " Why is it 
that Michigan, producing as she does such vast quantities of raw material, does 
not manufacture more?" To this I could return but one answer, viz.: "A 
lack of confidence, to a great extent, in the success of manufacturing enter- 
prises by our capitalists, arising partially from a deficiency of skilled labor to 
conduct them." This one cause has undoubtedly contributed more towards 
the failure of many of our manufacturing enterprises than anything else. 
There is to-day a growing tendency among our American youth that there is 
something degrading in studying a trade, the result of this being that hundreds 
of young men, who might be earning a handsome competence as skilled me- 
chanics or artisans, are spending the best years of life in labor, which, though 



MINERAL DEPARTMENT. 1G1 

perhaps perfectly respectable, is not particularly beneficial either to themselves 
or the rest of mankind. The chief cause for this can be found in our present 
system of common school education, which but partially supplies the great want 
in that it educates, but educates without an aim. This need has been fully 
appreciated and met in Europe by the establishment of the so-called system of 
technical schools, which have served their purpose excellently well, in that they 
have given to them a class of skilled as well as educated labor. To-day I may say 
that by far the greater part of the skilled mechanics and artisans of this country 
are foreigners, men who are living and moving examples of the value of this 
system of education. Let our public men take a broad view of this subject and 
treat it accordingly, and in a few years we shall have the satisfaction of seeing 
our beautiful State ranking among the large manufacturing States of the Union. 
Certainly the geographical position of Michigan is surpassed by none, surround- 
ed as she is entirely by large bodies of navigable waters, which bring all sections 
of our State, with the aid of our railroads, within the reach of cheap transpor- 
tation. 

IRON. 

As heretofore remarked, the representation of our mineral wealth at Phila- 
delphia, though by no means perfect, was on the whole very satisfactory. 
From our great iron district was displayed a thoroughly representative collec- 
tion of all classes of ores, consisting of the different grades of specular, magni- 
tudes, red hematites, and limonites. The more noticeable feature of this 
exhibition, however, were the fine masses displayed by the Cleveland, Republic, 
Barnum, New York, Champion, and Jackson mining companies. The repre- 
sentation made by the first mentioned company deserves, however, special 
notice, more particularly as it was one of the most interesting features of our 
mineral exhibit; I allude to the 15-ton mass of iron ore shown by them, which 
according to analysis made by Prof. Taylor of Cleveland, contained 66 0-10 per 
cent of metallic iron. This elegant sample of the richness of the iron district 
of Lake Superior has been donated by that company to the Smithsonian Insti- 
tion at Washington, and in the future will serve to attract attention to our 
State at the national capital. 

I may here take occasion to remark, and I think with justifiable feel- 
ings of pride, that from no one district of our entire country was displayed 
such a diversity of iron ores as from Michigan. It was, however, a source 
of great regret to me, as well as to many others from our own State, that I 
was compelled to attach certificates of analysis to a large number of the samples 
displayed which I felt positive in my own mind really did injustice to the case. 
Having been called at a late day to take charge of our State mineral exhibit, I 
was compelled to make use of such material as I had at my command to supply 
the deficiency in this respect, there having been, with one or two exceptions, no 
analysis furnished by any of the companies exhibiting samples of ore. My 
only resource left, therefore, was to attach to such as were deficient in this 
respect the analysis as given in our State Geological report, which, unfor- 
tunately, I am informed, does not, in many cases, do perfect justice. The 
cause of this may perhaps be best explained by saying that many of our best 
mines were at the time these analyses were made still in but the primitive 
stages of their development. The analyses so rendered may, therefore, be 
looked upon rather as test results of the outcrop of ore than as accurate analy- 
ses of the great bulk of ore since mined. The people can well afford to furnish 
21 



6 2 MICHIGAN AND THE CENTENNIAL. 

moans for keeping accurate record of the development of such an industry as 
mining has already become to us; for to be compelled, as it was my misfortune 
to be several times this past summer, to hand not only to my countrymen, but 
to foreigners, as correct, a record of the quality of our iron ores which I felt 
confident was doing us injustice, is, to say the least, an unpleasant duty for 
any one to perform who takes pride in seeing his State assume such rank as he 
well knows she is fully entitled to occupy by the magnitude and richness of her 
mineral resources. 

The only exhibit of pig metal made by any of our many furnaces was from 
the Bay Furnace Co. of Grand Island and the rolling mill furnace of Mar- 
quette. Not having been furnished with any exact statistics in regard to the 
cost of making iron by either of the above mentioned companies, I am not pre- 
pared to make any comparisons between the expense of making iron in our own 
State and any of our sister States. It may, however, not be uninteresting to 
have a few facts and figures in relation to this subject, as given in regard to the 
State of Tennessee by J. B. Killebrew, in a work entitled, " Tennessee — its 
Agricultural and Mineral Wealth, 1876." I have selected this State believing 
the results attained there may be fairly taken as a specimen of the expense at- 
tending the manufacture of pig metal in our Southern States, the region from 
which we of Michigan have most reason to fear competition. 

" At the Unaka furnace, in Green county, all the work except that done by 
the immediate furnace hands, is done by contract. Coal is burnt and delivered 
at prices varying from six to seven and one-half cents per bushel, according to 
size of contract, the highest price being paid for the largest contracts. Though 
owning rich banks of ore, the proprietor has been supplied by outside parties, 
who are paid $5.00 for every ton of iron made from the ore delivered, or a little 
less than $2.50 a ton for ore. Wood privileges are purchased at five cents per 
cord, or $2.00 per acre. One peculiarity about the ore obtained at the Unaka 
furnace is that no flux is required in its reduction. It is largely intermixed 
with black oxide of manganese, which answers the purpose of a flux. The fur- 
nace is hot blast, with three tuyers, the blast being driven by a sixty-five horse- 
power steam engine, the surplus gas from the tunnel-head being used to gener- 
ate steam. The circle at the bottom of the hearth is 44 inches; height of 
tuyers at bottom of hearth, 24 inches; inclination of boshes, G6 degrees; 
width, 9 feet 3 inches ; height of stack, 32 feet 5 inches ; size of tunnel-head, 
21 inches. The following will show the cost of making nine tons of pig metal, 
being one day's work: 

Ore for 9 tons, @ $5.00 . $45 00 

Actual expense to put in furnace, including roasting, washing, etc 15 25 

All furnace hands, including engineers, salaried officers, etc 1 7 50 

840 bushels coal, @ 7 cents 58 80 



$136 55 



One-ninth of which is $15.07. 

To this should be added the interest on investment, say $1.00, and $5.00 the 
cost of delivering to Greenville, making the whole cost, delivered on the rail- 
road, $21.17. But as the work is nearly all paid in goods, upon which a profit 
of from 30 to 100 per cent is realized, it brings down the actual cost to very low 
figures, not more than $15 per ton in money delivered on the railroad. 

There is now in operation at Chattanooga a furnace, erected during the year 



MINERAL DEPARTMENT. 163 

1874 at a cost of $100,000, with a capacity of from 25 to 30 tons per day. It 
is hot-blast, stone coal, and blown with four tuyers with three-inch nozzles. The 
blowing cylinder is six feet in diameter, four feet stroke, and thirty revolutions 
per minute. The following charges were made after two months' run, in 
twenty-four hours, the yield being twenty tons. The prices for all material 
delivered in the stock -houses being : 

1,760 bushels of coke, @ 10f cents $189 20 

Ore (brown hematite), 42,800 lbs., @ $3.20 per ton.. 61 14 

Ore -(red hematite), 37,450 lbs., @ $3.00 50 17 

Limestone, 36,380 lbs., @ $1.00 per ton 17 00 

Labor and salaries 48 00 

Interest - 22 00 

Repairs - , 20 00 



$407 49 
Divide by 20, and the quotient, $20.37, will represent the total cost of mak- 
ing iron at that point with mixed ores, while the furnace was running at only 
four-fifths of its capacity. The yield of ore from the furnace amounted to 55.8 
per cent. The limestone used contained 95.4 per cent carbonate of lime, 3.3 
per cent magnesia, and a small quantity of alumina and silica. The ores worked 
easily, the blast at no time exceeding 600 degrees, as indicated by the pyrome- 
ter. The quality of the iron produced has the appearance of the Scotch })ig, 
and is far superior to the common mill iron made by hot-blasts from stone coal. 
This iron brought in the market from $30 to $35 per ton at a time when the 
iron market was most depressed. 

There is perhaps no region in the world where iron can be manufactured as 
cheaply as in those States bordering on the Appalachian Range, where the iron, 
coal, and limestone lie in many places within a stone's throw of each other. 
But manufactured is not always delivered to market, and when we consider the 
apparently isolated position in which much of this cheap iron is made, and find 
them dependent to a great extent solely upon railroad connections to place the 
products of their furnaces into market, w T e may at last come to the conclusion 
that even if Michigan does not possess such important advantages as the close 
proximity of her iron, coal, and limestone that some of her more southern 
friends do, she still is certainly blessed greatly in the geographical position she 
occupies, in that she is enabled at all times to command that greatest of all 
boons to a manufacturing State, cheap transportation. 

Seven thousand square miles is the area of the so-called coal basin of the 
State of Michigan; and how much has ever been done to prove its true value? 
With the exception of about three openings in different parts of the State, 
nothing has ever been done to develop this industry, which, to a community 
like our own, would prove of inestimable value. "We have not, as yet, even a 
respectable geological report on the coal measures of Michigan, and yet we are 
yearly shipping out of our State nearly a million tons of iron ore, which to a 
great extent should be and could be manufactured at home. AVe are casting 
about us to find some method of lessening the cost of manufacturing our pig 
metal, and yet, with the positive knowledge that we have in our midst an ex- 
tensive coal-bearing area, we have thus far sat idly by, and permitted this im- 
portant feature of our mineral wealth to lie in an undeveloped condition. The 
value of Michigan coal for steam and domestic purposes may be considered as 



164 MICHIGAN AND THE CENTENNIAL. 

being fully established, and though I have heard various opinions expressed as 
to their value for manufacturing iron, some for and some against, I do not 
consider the question as by any means sufficiently determined either to con- 
demn or pronounce a success. 

It was my good fortune some two years since to be placed in charge of cer- 
tain explorations for coal on the farm of Hon. John H. Forster, in Ingham 
county, which resulted in striking a seam of coal, at a depth of 121 feet, of 2£ 
feet in thickness. The drillings from this coal I still have in my possession, 
and have repeatedly shown them to experts, who have pronounced it a superior 
quality. The coke made from these drillings is bright and clean, and so free 
from all smut and dirt are they that, upon rubbing with the hands, they hardly 
leave a stain. I make mention of this fact simply to show that we have coal in 
Michigan that is free from such impurities as are detrimental to its use for 
manufacturing purposes. Some time since Mr. F. W. Noble, the secretary of 
your board, prepared and published an article on the use of Michigan coal for 
iron smelting. The article alluded to was written for the purpose of showing 
the adaptability of the Corunna coal, when washed and coked, for the purpose 
alluded to, the washing being done by certain coal-washing machines, the value 
of which machines has been fully demonstrated upon the poor coals of Penn- 
sylvania. The deductions of Mr. Noble in this case Were that with the use of 
our domestic coals, pig metal could be manufactured entirely from Lake Supe- 
rior ores at Detroit, at a cost not to exceed $15.00 per ton. 

Among the many thousands of staangers who visited and examined the Mich- 
igan mineral display this past summer, there sermed to be no divided opinion 
in regard to the general superiority of Michigan iron, the question resolving 
itself entirely to one of cheap manufacture. It certainly behooves us to give 
this subject careful consideration, for the important parts that iron and coal 
play in contributing to the wealth of a people is admitted by every thinking 
man. 

In connection with our general exhibit of ores and pig metal, may be men- 
tioned the exhibit of manufactured iron made by the Wyandotte Rolling Mill 
Company of Wyandotte. This exhibit was composed of test samples, bent hot 
and cold, showing their hot blast charcoal iron made entirely from Lake 
Superior ores. 

COPPER. 

The representation from the copper district was none the less meritorious 
than that from the iron ; the Calumet and Hecla, — that boon to stockholders 
and puzzle to geologists, — displaying three large masses of conglomerate. The 
exhibit of the Central Mining Company was, however, the crowning feature of 
our copper display. It consisted of four large blocks of native copper, having* 
a total weight of 20 tons, which were cut from a mass form weighing 76 tons. 
The attention attracted, particularly from foreigners, by these elegant speci- 
mens of nature's handiwork, was very great. To them their wonderful purity 
and remarkable size seemed like some dream of the geni, as pictured in 
"Aladdin and the Wonderful Lamp/' I know of no one thing in the entire 
exhibition that was really the object of more admiration and surprise than these 
remarkable speciments of copper. Many could only remark, "We have read 
of this thing, and heard of this thing, but now for the first time do we begin to 
realize what wonderful deposits of copper you have in Michigan. 

I must not fail also to make mention of another remarkable mass of copper 



MINERAL DEPARTMENT. 165 

exhibited by the Minong Mining Company of McCargoes' Cove, Isle Royal. 
This extraordinary specimen, the weight of which is about three tons, possessed 
more than ordinary interest, in that much value is attached to it of an archaeo- 
logical character. It was discovered in the summer of 1875 by Mr. A. C. Davis 
•of Detroit, on the lands of that company, lying directly upon one of the so-called 
copper belts of the island, but perfectly detached from the parent rock ; under- 
neath it lay a wooden hand-spike, some 6| feet in length, made of white cedar, 
and in a remarkable state of preservation ; some 16£ feet of soil rilled with 
particles of charcoal, rolls of birch bark and stone hammers lay above it. Its 
surface is covered with indentations and depressions, caused, undoubtedly, by 
the efforts of the prehistoric people, who labored there, to separate from the 
large mass such projecting pieces as might be made useful to them. This 
single spot, however, does not alone give record of the labors of this people in 
search of copper, for they are easily traceable at this immediate point, in direct 
connection, for about three miles, while in other portions of the island evidence 
of their labors has been found. It is with deep feelings of regret that I have 
learned that this interesting relic is soon to pass into the hands of the smelter. 
Such a wonderful specimen of the skill of this unknown people has never been 
found before, and now to have it destroyed in this age of scientific research 
seems too bad. My impression is that if some united effort was made on the 
part of our scientific associations throughout the State the money for its pur- 
chase could easily be raised, the price set upon it being only about $1,500. It 
might then be disposed of to the satisfaction of all by presenting it to our Uni- 
versity. 

In addition to those mines already mentioned, were exhibited fine mass speci- 
mens from the Quincy, Copper Falls, Allouez, Atlantic, and other mines, as 
well as such characteristic hand specimens as would best demonstrate the pecu- 
liar mineralogical and geological character of the locality from which they come. 

A fine exhibition of manufactured copper, consisting of ingot, cake, bolt, and 
bar copper, was made by the Calumet and Iiecla, and Quincy mining compa- 
nies. The entire product of our Lake Superior copper is smelted and refined 
by the Detroit & Lake Superior copper smelting works, either at their works in 
Detroit or Hancock. The remarkable success which has been met with by this 
company, combined with its wonderful purity, has given to that metal a world- 
wide reputation. It has already found its way into the far-off markets of India. 
This interesting fact I learned during a personal interview with a gentleman who 
is extensively engaged in dealing in metals in that region. This certainly can be 
looked upon as no light praise, for knowing as we all do the peculiar character 
of the English people, and the tenacity with which they oppose the introduction 
-of any foreign metal into markets controlled by them, I cannot but think that 
if Michigan copper has at last found its way into the far-off markets of the east 
that it has done so simply on its own merits. It is with great pleasure that I 
submit for your perusal an extract from an article published some time since in 
the New York Tribune, which bears pretty strong testimony upon the case in 
point : 

Notwithstanding the possession of all the American machinery for the manu- 
facture of both guns and cartridges, it appears that the Russians cannot com- 
plete their armaments without receiving constant supplies of metal from this 
country to make the cartridge. The Lake Superior copper has a tenacity un- 
equaled by any other metal in the world, and on this account contracts for 
1,200 tons of the metal have lately been made by the Russian Government. 



166 MICHIGAN AND THE CENTENNIAL. 

These orders for cartridge metal were considerably increased still later by vari- 
ous governments, in consequence of a discovery made at a survey by Prussia 
that of cartridges made of European metal 40 per cent were found to be worth- 
less. Owing also to this superior American metal, the Turkish Government 
contracted two years ago, with an arms company of New Haven, for 200,000,- 
000 cartridges for the Martini-Henry rifle, and 50,000,000 for the Snider gun. 
Most of these cartridges have been made by this time, and have reached their 
destination. Machinery for making cartridges has also been sent from this 
country to Spain, and that government now uses about 500 tons of Lake Su- 
perior metal for its cartridge factories at Seville, Toledo, and Havana. Not- 
withstanding the machinery now in use in Kussia and Spain, the cartridge 
manufacture of the United States is the largest in the world, and is especially 
active at the present moment, one factory having made as many as 600,000 a 
day for 30 working days, and actually made 1,000,000 a day during two days of 
the past month. The different cartridge factories in the country turn out 
about 2,000,000 per day." 

These facts speak volumes of praise, and when we consider that the foreign 
demand for our metal is a constantly increasing one, as well as the fact that it 
at all times commands a better price than foreign copper, even in foreign mar- 
kets, we feel assured that the result of this cannot be otherwise than to give a 
far greater impetus to our mining interests than ever before. 

The principal localities from which the great bulk of the copper of the world 
has heretofore been drawn are Cornwall, Chili, South Australia, and Lake Su- 
perior. From the first mentioned locality I am unable to give any statistics for 
the year selected for the comparison of our product with that of others, from 
the fact that the English Government furnished no information in regard to 
this subject. The product, however, of the English Smelting Works is mostly 
dependent on the supply of ores obtained from abroad, Chili being the coun- 
try from which they receive their most important supply. 

The product of Chili for the year 1874, according to the official statistics (Le 
Chili tel qu'il est), was as follows : 

Kilogrammes.* Value. 

Copper Bars... - 6,055,342 $2,179,181 

" Matter 25,419,747 4,337,550 

" Slags - -- 20,386 4,077 

" Ores 23,640,956 1,301,428 



,822,236 



The product of the Chilian mines has reached as high as 54,000 tons of 
metallic copper in former years. This, however, was shortly after the comple- 
tion of the railroad connection from them to the seaboard, which enabled them 
to bring to market a large amount of low grade ore, which had been accumu- 
lating at the mines for years, and which could not otherwise have been 
transported with profit. Since that time the product of that country has 
materially decreased until it has in all probability about reached its normal 
condition. 

From a work entitled "South Australia, its History, Eesources, and Pro- 
duction," edited by William Harcus, Esq., I have gathered the following facts 
in relation to copper mining in that province : 

* Kilogramme = 2,205 lbs. 



MINERAL DEPARTMENT. 167 

•The celebrated Burra Bumi mine, which a few years back yielded such enor- 
mous quantities of metal, now produces but a small amount. For several 
years about 1,000 persons were employed at this mine. The first blast was made 
on this property in 1845, and during the 21 years from its commencement it pro- 
duced 215,132 tons of ore, which averaged 22 per cent of fine copper,, worth over 
£4,000,000. The expense attending this production was £1,982,005, £1,568,895 
being for wages alone. The gross profits amounted to £882,436, of which 
£776,160 was paid to shareholders in fifty-five dividends, or £315 per share of 
£5 each. This mine, which was for many years the richest in the world, was the 
means of saving that far-away colony from ruin after the crisis of 1842. In 1860, 
however, the discovery of the Wallaroo mines, and soon after the Moonta mines, 
bid fair to disprove the oft-repeated saying that "there was only one Burra in 
the colony." Though promising well at first, the Wallaroo only began to yield 
profitably after an expenditure of £80,000. The lodes in some parts of this 
mine are from 10 to 30 feet in width, of solid ore, which will average 12 per 
cent of metallic copper. During the 15 years since the opening of these mines, 
the output has been 290,669 tons of 21 cwt., the average for the first five 
years being under 8,000 tons, while the average for the five years ending 1874 
amounted to 26,000 tons. In connection with these mines are extensive smelt- 
ing works, which comprise 36 furnaces and 21 calcining kilns. Up to 1874, 
the total quantity of copper produced amounted to 58, 777 tons, which, how- 
ever, included but a portion of the product of the Wallaroo mines and 197,394 
tons purchased from other mines. 

The first twenty months after the opening of the Moonta mine, 8,000 tons of 
25 per cent ore were raised, and £64,000 paid in dividends. The last report 
from this mine says : "At the 130 fathoms level, the lode is turning out seven 
tons of 20 per cent ore per fathom. In a winze below the 115 fathoms level 
(in another shaft), the value of the lode is five tons of 25 per cent ore per 
fathom," etc., etc. But the great productiveness of this mine is seen from the 
fact that the average yearly returns from the commencement have been 18,220 
tons of ore (21 cwt. to the ton), of an average yearly value of £197,270 lis 3d. 
The present rate of production is nearly 2,000 tons per month, the average pro- 
duce of the ore being about 20 per cent of fine copper. During the half-year, 
£32,000 has been paid in dividends. This notice of the Moonta mine may be 
appropriately closed by the following statistics for the fourteen years since the 
mine was opened : 

Total ore raised (21 cwt. to the ton) 255,089 tons, 1 cwt. 

Amount realized on ore sold — £2, 761, 787 18s Id 

Working expenses 1,710,906 9s 6d 

Expended on buildings and plant 137, 608 3s 9d 

Dividends paid to shareholders _ 928,000 

As will be readily seen by these facts, the only rivals we really have are the 
Chilian mines, the value of whose copper product for the year 1874 was, accord- 
ing to statistics already presented, $7,822,236; that of Michigan for the same 
year being, according to Hon. J. 11. Deveraux, 22,225 tons, valued at $7,770,- 
519. The products of the largest foreign mines fall into comparative insignifi- 
cence when compared with the yield of the Calumet and Hecla. The yield of 
Lake Superior copper for the past twelve years has been steadily on the increase. 
In 1864, suffering from the general financial depression which resulted from 
the outbreak of our civil war, it amounted to but 2,472 tons, but to-day we can, 



1Q8 MICHIGAN AND THE CENTENNIAL. 

according to the Portage Lake Mining Gazette, estimate the yield for 1876 at 
about 18,000 tons of metal of a quality which, for purity and value in the arts, 
is unsurpassed by any in the world. 

SLATE. 

Noticeable among the other specimens of the resources of our State was the 
fine exhibit of roofing slate from the quarries of the Huron Bay Slate Co. This 
industry, though yet in its infancy, cannot fail in the near future to be a source 
of great revenue to those interested. The quality of the slate is unsurpassed by 
any in this country, and many competent experts have pronounced them equal 
to the best Welsh slates. The cleavage is excellent, color dark but regular ; 
besides which they are remarkably free from the so-called "ribbons," as well 
as all other imperfections which tend to make the slates break or part in any 
but their natural lines of fracture. It is to be earnestly hoped that this im- 
portant industry, which has unfortunately languished this past year or so from 
a lack of capital, will soon receive such assistance as it truly deserves. 

BUILDING STONE. 

The next industry of importance to us, as well as the entire Northwest, is the 
brown free sandstone, which was well represented by fine dressed samples from 
the quarries of the Marquette Brown Stone Co. This beautiful stone possesses 
many features which render it better adapted for building material than the 
celebrated Connecticut free stone, which it much resembles in point of color, 
being, however, of a slightly livelier shade. The texture of the Marquette stone 
is more homogeneous than the Connecticut, which renders it capable of being 
more smoothly dressed, and with a higher finish. The foundation of the Mich- 
igan State Centennial building having been laid in this elegant stone has, by the 
attention it attracted, well served its purpose in demonstrating the fact that 
Michigan is not wholly dependent on her timber for building material; but 
that, when that may be to a great extent exhausted, she has still left to her in- 
exhaustible quantities of a magnificent building material of a far more durable 
quality. There is now a constantly increasing demand for this stone in all of 
our great lake cities, and it is to be hoped that a few years will bring it into 
general use. 

The Upper Peninsula of the State was not alone the representative of our 
mineral wealth, for, embracing as Michigan does a great variety of mineral pro- 
ducts, we are enabled to point with pride to the fact that nearly every geograph- 
ical section of the State possesses some peculiar mineral wealth, our mineral 
products being characteristically those the consumption of which enter into and 
compose the actual necessities of every community. 

SALT. 

From the Saginaw Valley, through the enterprising spirit of Dr. Garrigues, 
of Saginaw, was displayed a fine collection of salt and brines. This interest, 
which is yearly proving to be of greater importance to our State, has become a 
source of no iuconsiderable income to that locality. The product of salt for 
the year 1875, which was about 1,082,000, has this year (1876) been increased 
by nearly 500,000 barrels. What an immense industry has this become, spring- 
ing as it has from nothing in the short period of 18 years, and showing through- 
out a steady growth. When we consider the fact that only the upper salt 
measures of our State are as yet partially developed, we cannot fail to recog- 
nize the brilliant future this industry has before it. 



MINERAL DEPARTMENT. 169 

GYPSUM. 

The western portion of the lower peninsula was represented by a fine display 
of gypsum of all variety of shades, from the almost pure white to the beautiful 
flesh-tinted and dark brown. This mineral attracted much attention, particu- 
larly from the people of our Atlantic States, who draw annually a large supply 
from Nova Scotia, according to the Descriptive Catalogue of Canada, Phila- 
delphia, 1876. The shipments to the United States from the Wentworth Dis- 
trict, Hauts Co., N. S., in 1875, amounted to 95,159 tons, valued at $95,907; 
while from Bras d'or Lake, Cape Breton, the shipments amounted to 10,000 
tons, of a value not stated. Besides this, it is not at all improbable that a large 
additional supply is drawn from the quarries of New Brunswick and Ontario. 
Not being able to secure any reliable analyses of this foreign gypsum, I am 
unable to make any comparisons of its value as a fertilizing agent with our 
own product. In point of value for hard finish and ornamental purposes, the 
Nova Scotia article is in all probability fully equal to our own ; and unless our 
government should see fit to impose a heavy duty on the importation of the 
crude article into our country, it is not at all likely that our Michigan quarries 
will ever be able to compete with the foreign article in the States bordering on 
our Atlantic seaboard. In Haute county, N. S., one of the localities above 
mentioned, cliffs of solid white gypsum of from 100 to 200 feet in thickness are 
exposed, — one of the largest quarries lying only a mile from the point of 
shipment. 

GLASS SAND. 

From the more southern portion of our State in Monroe county was exhibited 
an article which, with the proper development of our coal fields, would unques- 
tionably prove to be of immense commercial value to that section. I allude to 
the deposits of glass sand from Ida in that county, six miles from the city of 
Monroe, to which place it is transported for the purpose of washing, to elimin- 
ate the mechanically combined impurities. The quantity of this sand is prac- 
tically inexhaustible, it underlying a very large area in this locality. It is 
found in two layers ; the lower of which alone can be used for the manufac- 
ture of glass, the upper being well adapted for the bottoms of iron furnaces. 
The qualities of glass made from this sand are the finer grades of cylinder and 
plate glass, it producing brilliancy of surface, lightness of color, and superior 
strength. Competent experts have pronounced it capable of making a quality 
of plate fully equal to the best French article. The flourishing condition of 
the Detroit City Glass Works, where it is largely used in the manufacture of 
the finer qualities of window glass, attests the truthfulness of these statements 
in regard to the quality of the sand. These works have consumed as high as 
100 tons per month. It is also shipped to Pittsburgh, Pa., and Hamilton, 
Ontario, where it is used for the manufacture of flint glass. Owing to legal 
difficulties the production has fallen off considerably the past few years. It 
certainly is to be regretted that litigation should stand in the way of develop- 
ment of an industry which, with the assistance of a reasonable amount of 
capital, might soon become one of the most important branches of manufacture 
iu the State. 

The Detroit and Lake Huron Grindstone Co. were also represented by a fine 
assortment of scythe and grindstones. 
22 



170 MICHIGAN" AND THE CENTENNIAL. 

ARCHAEOLOGICAL. 

We are especially indebted to Messrs. Hubbard, Holmes, and Bush, of the 
Detroit Scientific Society, for a fine collection of archaeological implements, 
which by their united efforts were made at the last hour from the scientific 
associations throughout the State. This collection, though small, attracted 
much attention from students of that subject. It is to be regretted that the 
advisability of making a display of this character was not considered at an 
earlier date, so that a more perfect display of the relics of the past age might 
have been made. 

In this connection I also take pleasure in making mention of the ancient 
copper implements and stone hammers exhibited by Messrs. Ohanell and Shel- 
don of Houghton. 

At the close of the exhibition, the great bulk of such of the minerals as were 
not especially ordered to be returned to their owners were packed and shipped 
according to the directions of your honorable body, to our State University. 
The collection as forwarded to them consisted almost wholly of samples of our 
iron and copper ores. Proper acknowledgment of this gift has been made in 
behalf of the Board of Kegents by Mr. E. 0. Walker, one of the members of 
that body. Exchanges of some of our mineral products were effected with 
Spain, Portugal, and the Province of Victoria, and though presenting the Bra- 
zilian Commissioner with a very complete collection of our copper and iron ores, 
it seemed impossible to secure any return of the favor. Such minerals as were 
secured in this manner are at present placed in store in Detroit, awaiting the 
disposition which you may think it advisable to make of them. I should, how- 
ever, most respectfully recommend that they be forwarded intact to our State 
University, as they are not very large and contain few duplicates. 

In closing permit me to say that I feel assured that our State cannot help 
but soon feel the beneficial results of her creditable display of mineral wealth 
at this greatest of Exhibitions, and that I most earnestly hope it may result in 
awakening a more general spirit of interest among the people of our State in 
mineral matters. Many have too long considered the subject to be one of minor 
importance to us ; and yet, if we look back upon the past three years of finan- 
cial depression and consider the effect they have had upon our different business 
interests, we shall see that above all looms the great copper mining interest of 
our State, as a light-house to the weather-beaten mariner, it apparently being- 
one of the few important interests in the State that has not greatly suffered 
from the temporary paralysis of business. 

To the immigrant seeking a home, and to the capitalist seeking investment, 
there is no State in the Union that offers as great inducements as the State of 
Michigan. It therefore behooves us to use all such means as lie within our 
power to bring our vast resources to the notice of the world. 

Very respectfully yours, 

SAMUEL BEADY, M. E., 
Supt, Mich. Mineral Exhibit. 



REPORT OF THE SUPERINTENDENT OF 
THE POMOLOGICAL DEPARTMENT. 



In placing before yon the report of our fruit exhibitions at the centennial, I 
must first ask your kindly indulgence, for I feel that I will be greatly in need 
of it, as 1 had no idea of making a report up to a very recent date, and, there- 
fore, have not collected the material which I should have to bring this matter 
properly before you ; yet I shall endeavor to do my best in supplying the den- 
en cy. At the request of the State Board of Managers, for the State Agricul- 
tural Society to appoint some one to take charge of the agricultural and pomol- 
ogical departments of our State at the Centennial, I was appointed. 

Our reputation as a fruit-growing State has been extended to remote points 
of the world to a wonderful degree through the beautiful displays of her 
fruits, and the invaluable good accomplished for our State in but this 
department is inestimable, and well repays the State for the entire amount 
expended on the Exposition and all the labor done. The State Pomological 
Society began its work in a systematic manner by appointing competent men 
to take charge of each class of fruit, so that proper attention would be given 
the entire work. The pomological displays of the Exposition began with the 
apple display of the growing of 1875. The time appointed for this display was 
from the 10th to the 16th of May. Michigan came forward on time and spread 
her winter apples to the view of the world, and anxiously awaited her compe- 
titors ; but none appeared except Iowa, who displayed but a dozen varieties and 
about twenty plates within her State section, and as this collection afforded no 
comparison, we were left alone to bear the honors of the May apple display. 
AVe filled the table allotted to us, which was located in the center of the agri- 
cultural hall, to overflowing with about two hundred and fifty (250) plates, 
embracing forty (40) varieties of apples of the greatest popularity. There were 
thirty -two (32) contributors to this display ; prominent among them were N. 
Helling & Bro., who have a fruit house at Battle Creek. The appearance of 
the fruit from their fruit house was very fine for the time of the year, and the 
quality was all that could be asked for. It is evident that a house that can 
produce such fruit at such a time of the year possesses some very important 
features. Mr. Walter Buel, of Kalamazoo, materially aided our display by 
sending some fine specimens of the famous Eed Canada. The South Haven 
Pomological Society was on hand with a number of choice varieties, which well 
deserve notice. Mr. John Waterman, of Northville, who was present during 
the exhibition, furnished some fine "Steele's Eed," or rather Ked Canada, and 
also Northern Spy. Many of the contributions to our May display might bo 
referred to in the highest terms, but time and space will not permit. 



172 MICHIGAN AND THE CENTENNIAL. 

It appears that no provision had been made for jurors in the Pomological 
Department, and it was not until the last day of the ten that we continued our 
display that the jury was sufficiently organized to do any work. The jury that 
acted on our May exhibit was composed of the following gentlemen : Messrs. 
Meehan, Shaffer, Harrison, James, and Parry. I give their report in full: 

"A superior collection from the Michigan State Horticultural Society, em- 
bracing forty varieties of kinds that mostly have been kept in the ordinary 
farm-house cellar of some of the members of the society. As the season is very 
late for good keeping apples, the committee made notes of those varieties 
which seemed to them meritorious, taking as a standard of character the 
actual condition of each variety with the best known specimens of its own kind 
as well as of actual good quality. The finest were the Roxbury Russet, Rock, 
Willow Twig, Smith's Cider, Rhode Island Greening, Jonathan, Fallo water, 
Esopus Spitzenberg (green and yellow), Newtown Pippin, and Red Canada. 
The last seems remarkably fine for this part of the country. Steele's Red 
Winter, as exhibited by Mr. John Waterman of North ville, was so nearly alike 
with Canada Red, that if there is any difference the committee failed to detect 
it. Among the kinds little known east, but presenting points of interest at 
this season, the committee noted Detroit Red, Emerson, Well, and Brooks' 
Keeper. The collection from Messrs. Hellings embraced forty dishes of ten 
varieties, all high-colored and large and well grown fruit. They are all grown 
in Michigan in 1875, and by the method adopted by them in their fruit house 
had even the stems as green and firm as when plucked from the trees. The 
Rhode Island Greening and Northern Spy were fully equal to the best average 
specimens known ; Newtown Pippin, Baldwin, Jonathan, Westfield Seek-no- 
further, were very good ; Red Canada, Spitzenberg, and the others, not quite 
equal to those preserved in the common way." 

On the May display our State Horticultural Society, — or, rather, as it should 
have been called, State Pomological Society, — received a first award. Our 
people can well feel delighted that our May display met with the success that it 
did ; without this spring display the representation of our fruit interest at the 
Centennial would have been incomplete, as this display showed conclusively 
that Michigan apples possess among the many important traits of perfection, 
"the long-keeping trait." Mr. Chilson had charge of collecting the fruit for 
the May display, which duties he performed in a praise-worthy manner. 

We quote the following from the Philadelphia Evening Bulletin ; 

The Michigan apple display in Agricultural Hall is one of the finest ever seen in 
this city, and includes apples of every variet}-, kind, and flavor. The display is a 
beautiful one, and reflects much credit upon the exhibitors from that State having it 
in charge. 

The following we clip from the Philadelphia Times : 

The products of the soil present as good a view of a State or country as one can 
get without an actual visit, and in Agricultural Hall all countries and States are 
spread out to view, and we know at once the nature of the soil, the climate, and its 
natural advantages; and in very many instances are we agreeably disappointed, our 
former ideas having been so distinctly opposite to what we see before us. Michigan 
is a striking instance of this, for the magnificent display of fruit which she has made 
quickly dispels the popular notion that her soil is not fertile enough, nor her climate 
mild enough, to be able to raise fruit to any extent and with any success. The apples 
there exhibited are as fresh and solid as if they were just grown instead of being last 
3'ear"s, and the attraction towards them shows the deep interest the people have and 
their great wonderment; while C. A. llgenfritz, the experienced gentleman in 



POMOLOGICAL DEPARTMENT. 173 

charge, has no rest from the questionings of the admiring multitudes. The exhibit 
will well repay a visit. 

The following is from the Pittsburgh Commercial : 

In the center of the Agricultural Hall there is a very creditable display of apples 
from the State of Michigan. This display is made by the Pomological Society of the 
State, under the charge of Mr. Ilgenfritz of Monroe, Mich. Most of the varieties are 

in excellent condition; indeed, it is surprising to see such a variety of fruit in such a 

state of preservation in the month of May. 

As we were so distantly located from the Exposition, it was deemed by the 
society not to be expedient to attempt to exhibit our small and tender fruits, as 
it would have been almost impossible to have transported them such a distance 
with any degree of success. So passing from our spring display to the fall, 
which began the 11th of September, and was to last but to the 17th, but which 
was continued for some time thereafter by many, and until the close of the 
Exposition by a few. The building that was occupied most of the time for the 
display of fruits was located directly east of the Agricultural Hall, and was 
nearly in the off corner of the grounds. The building was commodious but 
rather temporary in construction. Despite the many disadvantages pomology 
labored under, it bore an important part at the great show. Our Pomological 
Society appointed an efficient corps to take charge of collecting the various 
kinds of fruits: H. D. Adams, apples; H. E. Bidwell, peaches; I. E. Ilgen- 
fritz, pears; J. Gr. Ramsdell, plums; E. Bradfield, grapes. It is hardly 
necessary to say that this committee done its work well. 

It is to be regretted that our fruit display began so small, when it could have 
taken fair proportions at the very outset, for, as was not usually the case, the 
most of our fruit was sufficiently matured to have exhibited it without detri- 
ment. Eor the first two weeks we did not allow our display to be compared 
with any of the other displays when we could prevent it, but we promised soon 
to place such fruit on our tables as would stand the closest comparison with the 
best. ^Ye were not to be disappointed, for with the third week came a suffi- 
cient amount of choice fruit to place us on a good footing, and from this time 
forward we left all competitors behind, and gave to our State much credit. 

"We will first make mention of the display held in the Pomological Hall. 
The South Haven Pomological Society deserves much credit for the valuable 
assistance it afforded by its timely contributions of fine fruit. Through mis- 
take, the State Society is mentioned when it should be the South Haven 
Society, as receiving an award. 

We received a good many peaches, but a very few reached us in good condi- 
tion. In this department Mr. Bidwell done as well as could be expected under 
the circumstances, for the long distance and the warm weather proved too 
much for them to stand. 

The plum display, under the charge of J. G. Ramsdell, was not quite aa 
large as it might have been, yet it was a beautiful and meritorious one. A 
special mention is made of plums in one of our awards. 

The pear display was not as fine as we usually are able to make, as the 
section from which I. E. Ilgenfritz expected to get most of the collection had 
rather a poor crop, owing to the excessive heat and rains; yet this class pre- 
sented a fair appearance. Among the first we would mention Samuel Hoppin 
of Bangor, who brought with him as fiuc a collection of fruit as was presented 
by any one individual at the Exposition. Mr. Hoppin deserves praise not onlyr 



174 MICHIGAN AXD THE CENTENNIAL. 

for being on time, but also for his choice collection of fruit. It is certainly a 
mistake that Mr. Hoppin did not receive an award on his collection.* 

J. W. Humphrey's, of Plymouth, support of our display was of the best. 
His collections were extensive and fine. We w T ould notice among the valuable 
contributions those of J. E. Monroe, Paw Paw; D. W. Abrams, Paw Paw; 
Reynolds & Lewis, Monroe ; NT. & 0. Chilson, Batt e Creek ; 0. P. Ohidester, 
Oonvis. We would here mention a great many more but for lack of space. 
The grape display was late in coming, but when it came it made up for the 
time lost as well as could be. A. 0. Winchester's collection of grapes was very 
fine, as were also those that came with his. Mr. Bradfield succeeded in mak- 
ing a good grape show. 

The Peninsular Farmers' Club of Grand Traverse furnished some of the very 
finest apples and pears that were displayed during the entire exhibition. We 
will have more to say concerning this club after passing to the agricultural 
hall. 

We give but a part of the judges' report : 

"The State of Michigan, an additional exhibit grown by Samuel Hoppin, of 
Bangor. This embraced ten varieties of peaches, including Early Ann about 
6 inches round ; Early York, ?^; Morris White, 10 inches ; Hill's Chili, Jacques 
Rare Ripe, and Barnard Early (said to be a popular abundant bearer in the 
State). Apples, about 75 varieties. These were, on the whole, rather superior 
to the same kinds as usually grown, especially superior were Baldwins (11 
inches round), Northern Spy, Rhode Island Greening, Blenheim Pippins, Black 
GillifLower, Red Russet, Black Detroit (12-J inches), Chenango Strawberry, 
Maiden's Blush, and Red Detroit. The last is considered a more profitable 
variety than Black Detroit. In the collection is an improved Siberian crab, 
more beautiful than the Hyslop, and a very valuable crab. The whole collec- 
tion is a very meritorious one. 

li E. Bradfield, Ada, Mich., nine kinds of grapes. One of these, Bradfield' s 
Perfected, is a large bunch, and the berries 3^ inches in circumference. This 
is a remarkably good looking black variety, but scarcely ripe enough to warrant 
us in awarding to it special merit, which perhaps when mature it may deserve. 
E. Engle Paw Paw, ten kinds of grapes, — good. Martha, Diana, good; 
Salem, small bunches but extra large berries; Barry, good; Concord very 
fine ; Ives extra fine ; — on the whole worthy of commendation for superior 
culture. A. 0. Winchester, St. Joseph, 25 plates, mostly Salem and Diana, 
which are extra fine. John Whittlesey, St. Joseph, eight kinds of grapes : 
Rebecca very good; Concords very good, — from a trellis, the vine covered 48 
feet. Geo. Bruckner, Monroe, very good Concords. The State of Michigan 
deserves credit for this whole exhibit, manifesting how well this part of the 
State is adapted to grape culture. 

"H. E. Bidwell, — Crawford peaches, nine inches in circumference, clear 
and beautiful. J. S. Linderman, per South Haven Pomological Society,— 
grapes, 30 plates, four kinds; very good. Peninsula Farmers' Club, Grand 
Traverse, — -apples and pears. Of these we have to speak in terms of the high- 
est praise. The Bartlett pears were not as large as often grown, but were of a 
clear color, a brilliant scarlet on the sunny side, and with a delicious aroma. 

*Not seeing Mr. Hoppin's name in the published list of those to whom awards had been made, 
and knowing his display was one of the linest individual exhibits from the State, I called on Mr. 
Meehan, chairman of the Committee on Examination. He informed me there was some mistake, for 
the Committee had recommended an award to Mr. Hoppin, and he would look it up. 

. F. W. NOBLE, Se&y State Board of Managers. 



POMOLOGICAL DEPAKTMENT. 175 

The Flemish Beauty pears were very highly colored, and measured lOf inches 
one way by 11-V the other. Among the apples, Porter measured. 10£ by 11 
inches round; Spice Sweet, 12 inches; Duchess of Oldenburg, 11£; Red 
Astracan, 10 J, and very beautiful. Taking the whole collection, it is highly 
meritorious." 

After exhibiting fruit in the pomological hall for five weeks, we were com- 
pelled to take other quarters in the agricultural hall (as the pomological hall 
was to be used for another purpose). The change we found to be a very profita- 
ble one, as it brought our fruit more prominently before many more visitors. 
Our fruit occupied four tables, two on each side of the large fountain in the 
center of the agricultural hall. We reserved enough of the apples that we had 
on exhibition in pomological hall to fill but one table in agricultural hall, and 
the other three we filled with handsome fresh fruit. Messrs. Adams and Brad- 
field, who had charge of collecting apples and grapes, accompanied the last 
shipment ; and to these gentlemen should much credit be given for the valua- 
ble assistance they rendered. Prominent in the display in agricultural hall was 
the collection of the Peninsular Farmers' Club of Grand Traverse. It em- 
braced about twenty-five varieties, and each to a wonderful degree of perfec- 
tion. In the entire collection there was hardly a specimen that showed the 
least sign of a blemish. We can say, without any fears of contradiction, that 
this was the choicest collection of apples exhibited at the Centennial Exposi- 
tion. It is a mistake that this club did not receive an award of highest merit 
on this collection. The collection of grapes from J. G-. Eamsdell was a very 
handsome one, and excited many favorable remarks. Mr. Adams' fruit from 
his own orchard presented a fine appearance and embraced many points of ex- 
cellence. It received an award. There were a number of contributions to this 
last display worthy of notice, but time does not permit. We will give a few 
short extracts taken from Philadelphia papers. The Evening Telegraph says : 

Those fruit-producing districts that are the most distant seem to be the most 
active, as Michigan, Oregon, and Canada are almost daily in receipt of fresh stock. 
Those of Michigan may be especially referred to as of great superiority in both 
quantity and quality. 

The following is from the Public Ledger : 

The pomological display in Agricultural Hall continues to attract very general 
attention from farmers and others engaged in agricultural pursuits. The collections 
of the Michigan State Pomological Society, under the supervision of Mr. Ilgenfritz, 
the representatives of the fruit growers of the State, embraces nearly all that 
remains of the extensive exhibition lately seen in the pomological annex. Four 
tables contain 315 varieties of apples and 46 of grapes. Prominent among the win- 
ter apples are beautiful specimens of Ked Canada, Northern Spy, Jonathan, Wagener, 
Peck's Pleasant, King of T. C, Baldwin, and McClellan. The fall includes Maiden's 
Blush, Fall Pippin, Twenty-Ounce apple. The summer are Sweet Bough, Early Joe, 
Red Astracan, Keswick Codling. These varieties are worthy of cultivation most 
anywhere. 

The Sunday Times contained the following : 

The magnificent pomological exhibit of Michigan in Agricultural Hall consists of 
four large tables, covered with a profusion of the finest specimens of apples, pears, 
and grapes. These are arranged with great taste, and their character and locality 
explained in the most courteous and intelligent manner. There are over 300 varie- 
ties of apples, of which 160 varieties are quite universally cultivated; 15 varieties of 
pears and 40 of grapes are here represented. This magnificent display from Michi- 
gan opens the eyes of Philadelphians to the great resources of that State in fruit 
culture. Michigan may congratulate herself on the general admiration the display 
has excited. 



176 MICHIGAN" AND THE CENTENNIAL. 

These are but a few of the many quotations that we might give. The people 
of our sister States were not alone, but were joined by the foreign visitors in 
showering encomiums on our fruit exhibit. The French commission would not 
be satisfied until we carefully packed a box of 28 of our most popular varieties, 
with their correct names attached, that they might take them back with them 
to show to their horticultural society. 

We received eleven awards on our displays. Our State Pomological Society 
received three ; J. W. Humphrey, two on apples ; N. & 0. Ohilson, one on 
apples; A. A. Olds, one on apples; B. Hatheway, one on apples; H. D. 
Adams, one on apples and pears; N. Helling & Bro., one on apples; E. Brad- 
field, one on grapes. We exhibited during the season 317 varieties of apples, 
74 varieties of pears, 28 varieties of peaches, 19 varieties of plums, and 38 var- 
ieties of grapes. The total number of plates of fruit exhibited by us during 
the season was 3,475. There were 96 contributors to our displays, including 
that made in the spring. 

In conclusion on this subject, I might say that our displays contained nearly 
all the varieties of apples of any merit that were exhibited at the Centennial 
Exhibition ; and in regard to perfection, were not surpassed by any. 

0. A. ILGENFfelTZ, 
Superintendent of Pomological Department. 



REPORT 



STATE BOARD 



CENTENNIAL MANAGERS 



INTERNATIONAL EXHIBITION OE 1876. 




BY AUTHORITY 



LANSING : 
W. S. GEORGE & CO., STATE PRINTERS AND BINDERS. 

1S77. 



C ■ 

c <k ccc 

C C cC <CC 

c c ca & 
.CT'C <c <£< 
:c c «r <£ 

re c «c «£ 

^c cc - * 



< c £ 
'OS CC( 
c 

c - 



rcc ctz 

- c c cc 

C.Cc cc 



«c cc 

CC C C 
c c 

re CC 
CC 

«§C CC < 
CC CC w 

c§r cc «; 
«rc cc *sc 





c 


' ' s~ 


(^ 


, c 


k_ 


e 


C 


c 


c 




c 


c 


c 




. c 


c 









I ' c 

c 



*2C C( 



..V-^-*cr< 



c cc 

c c*c*C<p 

c ccccf 

; C: CC *C c 

,__c occcc 

* C C*' CC C 

• ^ ' -•• <"- '. 

«c< cc «s < 

«rc ri:^ 

«£c <C CC^ 

<C CC CpCC 

c 



C<CC 

ccccC** 
StCccCiC* 

3|<*c. ■■ 
^C<C ( 

*<c; 



^C cc 
C c< 



*r>C 



ccc c S «> 

((CC < < .. 
c c <^" 

.Mi ■;■* 

C ^c 

t CCC<C<< C?? -V 

<• « «c <c cc «re « c *£ JS^vV *? 
cXccc''<ccc<ccJk--^ « 



ccccc 

c 
C 

CCCXC 
<C 



} cc^<^ ^ 






^'1' OC 



c ' c -' 

^cCCCec 

r <sc c^ 

c cc 5:5 
c _ : cC c 



CC < ( 

CC c 

r cjC <: 

CK < 

c ' 

CC 



ret 



ops 

■ CC-..-C 



<c<c S 

cscv <5 

c CJC cc_ 

c exc cCC 

c: "*'.^ -.■■■' <d<c 

X: c a: 

;cr cm: ( cc 
cc <tc< ccc 

«,- ^ cc 
cc ■ «c - ccc 

CC_ -^ C< 

^,^AC 



c 

CC 

CC ' 

cC 

cC 

CCC 

c<c 



c c: 

c c: 
. cc 

c c 
cc 
cc 

■CC 
cc 
cc 

cc 



<c 
cC 

CC: 



c< c 



«*r or cvd(c<rc 
<C « ' ccc c .< 

< *c <sl ■ c c <:• c 

o-«c <ir c c «r s* 
< c 

r<c c c c < 

cc ^( c 



cc r 



'<«c C 
CCC 

• ccc C 
CC c C 



"• C< 
?T c <: 
' cc 
cc 

CC 

CC 

CC 
CC 

C c C c 

cc 

c 



<CC CO 

< c 
cc 

C c 



c «L 

c c <t. 

c < 

c c ex 

C C 

C C< C 

C <7 c 

C C< C 

C C 



c cc 
<: cc 
c c c 
CC- 
CC 
< c c. 

'I 









MS 






C C * c f 



c C < 

c «c < 
C C< 

C CC 

c t < 

J c f 
c c 



(C 


C 




VcV 


(« 










cc 


( 


ccc 




ccc 




(■€5 





doss 



« c « 

<3CZ 

C 









